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Risk factors for scholastic backwardness in children.

K Haneesh1, P Krishnakumar, Sowmya K Sukumaran

  • 1Department of Pediatrics, Institute of Maternal and Child Health, Medical College, Calicut, India.

Indian Pediatrics
|March 19, 2013
PubMed
Summary
This summary is machine-generated.

Identifying risk factors for scholastic backwardness in children is crucial. Parental education and employment significantly impact academic performance, highlighting the role of social and family factors.

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Area of Science:

  • Child Psychology
  • Developmental Pediatrics
  • Educational Psychology

Background:

  • Scholastic backwardness affects numerous children globally.
  • Understanding its underlying causes is vital for effective intervention.
  • Previous research has explored various contributing factors.

Purpose of the Study:

  • To identify risk factors associated with scholastic backwardness in children.
  • To compare children with scholastic backwardness to peers with good academic performance.

Main Methods:

  • A case-control study was conducted involving children aged 6-12 years.
  • Participants were recruited from a child guidance clinic and a control group with good academic performance.
  • Data collection included medical history, developmental assessments, and parental socio-economic information.

Main Results:

  • A significant proportion of children with scholastic backwardness exhibited intellectual impairments (mental retardation, borderline intelligence) and developmental issues (microcephaly, undernutrition, stunted growth).
  • Chronic medical conditions (epilepsy, asthma, congenital heart diseases) and sensory deficits (visual, hearing, speech impairments) were also prevalent.
  • Parental educational level and employment status showed statistically significant differences between cases and controls.

Conclusions:

  • Scholastic backwardness is multifactorial, influenced by individual child characteristics and socio-familial environment.
  • Parental socio-economic factors play a critical role in a child's academic success.
  • Interventions should address both individual needs and family support systems.