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Pain and learning in primary school: a population-based study.

Silja Kosola1,2,3,4, Lisa K Mundy1,2,5, Susan M Sawyer1,2,5

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Childhood pain significantly impacts academic performance, with more pain sites correlating to lower reading scores. Even after accounting for emotional symptoms, pain remains linked to poorer academic outcomes in primary students.

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Area of Science:

  • Pediatric Health
  • Educational Psychology
  • Child Development

Background:

  • Pain is common in children, yet its impact on learning and school performance is not well understood.
  • Co-occurring emotional symptoms may influence the relationship between pain and academic achievement.

Purpose of the Study:

  • To quantify the association between pain and academic achievement in primary school students.
  • To examine the role of emotional symptoms in this relationship.

Main Methods:

  • A population-based sample of 1239 primary school students (aged 8-9 years) in Melbourne, Australia, participated.
  • Pain was assessed using a pain manikin, and emotional symptoms via child-reported items.
  • Academic achievement was measured using national reading and numeracy assessment results.

Main Results:

  • 65% of children reported pain, with 16% experiencing chronic pain.
  • An increased number of pain sites showed a dose-response association with poorer reading scores.
  • Children with chronic pain scored one year behind their peers in reading and numeracy.

Conclusions:

  • Pain is independently associated with lower reading scores in primary school students, even when emotional symptoms are considered.
  • These findings suggest pain should be considered when assessing children with reading difficulties.
  • Further longitudinal studies are needed to confirm causality.