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Related Experiment Video

Updated: May 21, 2025

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Childhood Functional Urinary Incontinence and School Performance: A Nationwide Matched Cohort Study.

Britt Borg1,2,3, Betina B Trabjerg4,5, Julie Werenberg Dreier4,5

  • 1Department of Paediatrics and Adolescent Medicine, Aarhus University Hospital, Aarhus, Denmark.

The Journal of Urology
|March 17, 2025
PubMed
Summary

Childhood urinary incontinence (UI) does not impact school performance unless psychiatric disorders are present. Early treatment for UI is linked to better school outcomes than delayed treatment.

Keywords:
mental healthnocturnal enuresispsychiatryschoolurinary incontinence

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Area of Science:

  • Pediatrics
  • Child Psychology
  • Educational Psychology

Background:

  • Childhood urinary incontinence (UI) affects self-esteem and quality of life.
  • The impact of UI on school performance remains largely unknown.
  • Understanding this association is crucial for comprehensive child healthcare.

Purpose of the Study:

  • To investigate the association between childhood urinary incontinence (UI) and school performance.
  • To determine if co-occurring psychiatric disorders influence this association.
  • To examine the effect of age at treatment onset on school performance.

Main Methods:

  • Nationwide matched cohort study of Danish children (1997-2008).
  • Utilized National School Test scores (2010-2018) for performance assessment.
  • Multiple linear regression adjusted for confounders, with subanalyses for psychiatric disorders and treatment age.

Main Results:

  • Children with UI (n=42,999) showed comparable school performance to controls (n=429,999).
  • UI co-occurring with psychiatric disorders, especially ADHD, significantly lowered school scores.
  • Late treatment onset (≥11 years) for nocturnal enuresis was associated with lower school performance compared to early onset (5-7 years).

Conclusions:

  • Childhood UI alone does not negatively affect school performance.
  • Co-occurring psychiatric disorders in children with UI significantly impair academic outcomes.
  • Early treatment initiation for UI appears beneficial for school performance; further research on delayed treatment effects is warranted.