The relationship of allergies and allergy treatment to school performance and student behavior

The purposes of this project were to study the relationship of allergies and allergy treatment to school behavior. Parents of allergic and nonallergic children (grades K-12 and from different socioeconomic status) completed a survey form. The 400 parent respondents reported no significant difference between allergic and nonallergic children in terms of academic and language performance, retention, diagnosis as handicapped, or behavior problems; allergic children were absent from school more. Eustachian tube dysfunctions were significantly related to academic and behavior problems. Certain medications were related to overactive types of behavior. Parents who considered their children's behavior as inappropriate tended to contribute a portion of it to side effects of medication. 65% of the parents reported positive results from treatment on behavior at home; they tended to be unsure of the impact on school behavior. Direct relationship of allergy and allergy treatment on academic performance is questionable, except for the impact of upper respiratory problems on listening and attention. Use of certain medications with already behavior disordered children requires caution. Better communication among physicians, teachers and parents is advised.