Related Experiment Video
Updated: Sep 5, 2025

Author Spotlight: Exploring Microglial Interactions with Stress-Response Circuitry Using the Limited Bedding and Nesting Model
Published on: July 12, 2024
The association of early life stress with IQ-achievement discrepancy in children: A population-based study
Isabel K Schuurmans1,2, Annemarie I Luik1,3, Donna A de Maat2,4
1Department of Epidemiology, Erasmus MC, University Medical Center Rotterdam, Rotterdam, The Netherlands.
Abstract:
Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (βprenatal = -0.24; βpostnatal = -0.28), lower IQ (βprenatal = -0.20; βpostnatal = -0.22), and lower academic achievement (βprenatal = -0.31; βpostnatal = -0.36). Associations were stronger for latent ELS than for specific ELS domains. Results point to ELS as a potential prevention target to improve academic potential.
Related Concept Videos
Environmental Influences on Intelligence
Biological Influences on Intelligence
Socioemotional Development during Infancy
Primary Temperament Types
Information Processing Approach
Psychological and Sociocultural Causes of Schizophrenia
Introduction to Stress and Lifestyle

