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Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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The association between parental internalizing disorders and child school performance.

Magnus Nordmo1,2, Thomas Kleppestø3, Hans Fredrik Sunde3

  • 1Department of Educational Science, University of South-Eastern Norway, Notodden, Norway. magnus.nordmo@usn.no.

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Summary

Parental anxiety and depression negatively impact child school performance in Norway. This association weakens in siblings and disappears in adoptees, suggesting limited causal influence of parental mental health on educational success.

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Area of Science:

  • Child Psychology
  • Public Health
  • Behavioral Genetics

Background:

  • Parental mental health, specifically anxiety and depression, is prevalent.
  • The association between parental mental disorders and child academic outcomes remains unclear.
  • Understanding this link is crucial for supporting children's educational success.

Purpose of the Study:

  • To investigate the association between parental anxiety/depression and child school performance in Norway.
  • To explore potential genetic and environmental influences on this association.
  • To evaluate the causal role of parental internalizing disorders in children's educational attainment.

Main Methods:

  • Utilized Norwegian administrative health registers for parental mental disorder diagnoses.
  • Assessed child school performance using standardized grade point averages at age 16.
  • Employed regression models, including analyses of adoptees and differentially exposed siblings to control for confounders.

Main Results:

  • 18.8% of children had a parent diagnosed with anxiety or depression during late compulsory education.
  • A significant negative association was found between parental mental disorders and child school performance (z = 0.43).
  • This association was attenuated in siblings (z = 0.04) and disappeared in adoptees, questioning a direct causal link.

Conclusions:

  • Parental anxiety and depression are linked to lower child school performance.
  • The observed association is substantially reduced when controlling for shared family environment and genetics.
  • Results do not strongly support parental internalizing disorders as a primary causal factor for children's educational outcomes.