Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes.

Area of Science:

• Neurology
• Pediatrics
• Educational Psychology

Background:

• Poor academic performance in students with epilepsy is multifactorial, involving difficulties in reading, writing, math, and logic.
• Learning disorders and difficulties can coexist with epilepsy, increasing the risk of impaired academic outcomes.
• Comorbidities and learning challenges are common in individuals with epilepsy, impacting their educational trajectory.

Purpose of the Study:

• To analyze the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP).
• To investigate this association across different age groups, including children, adolescents, and adults.

Main Methods:

• A systematic review guided by the PRISMA guideline.
• Analysis of studies examining BECTS and its impact on academic performance in individuals aged 6 and above.

Main Results:

• A strong correlation exists between BECTS and PSAP.
• Early onset age and prolonged seizure persistence are closely linked to PSAP.
• Effective pharmacological control of seizures and remission from the acute phase are associated with improved school performance.

Conclusions:

• Neuropsychological factors, including predisposition to other neuropsychiatric conditions, play a role in BECTS and PSAP.
• Stigma and poor academic results can negatively affect adaptation and functioning.
• Holistic management focusing on social and scholastic inclusion is crucial for educational and developmental outcomes in individuals with BECTS and PSAP.