Childhood Opportunity Index 2.0 and Cognition via the NIH Toolbox

This study relied on previously established factor scores of environmental, education, and socioeconomic-related variables in the Adolescent Brain Cognitive Development Study (ABCD) and their associations with cognitive functioning in youth.

We used the ABCD Study (n = 9543) linked external data, cognitive task performance, and self-reported data from youth (ages 9-10) and their caregivers. We investigated the links between four previously established factor scores of the Child Opportunity Index 2.0 (COI) (Socioeconomic Attainment, Poverty, Neighborhood Enrichment, and Child Education) and cognitive functioning via the NIH Toolbox subscales. We estimated 36 models that examined all possible relationships between the (a) four COI factors and (b) cognitive functioning indices.

Socioeconomic Attainment and Child Education factor scores were significantly positively associated with cognitive performance across all cognitive tasks subscales and composite scores (i.e., crystallized and fluid intelligence). Poverty factor scores were significantly negatively associated with cognitive performance across all subscales and composite scores. Finally, Neighborhood Enrichment factor scores were significantly positively associated with increased Oral Reading Recognition Task scores only, and no other cognitive task.

Distinct dimensions of neighborhood opportunity were differentially associated with aspects of cognition, which may have a unique impact on brain development and neural outcomes as youth age into adolescence. The present study can help to inform future public health efforts and policy on improving built and natural environmental structures that may aid in supporting childhood cognitive development.