Psychotic experiences and future school performance in childhood: a population-based cohort study

Lisa R Steenkamp; Koen Bolhuis; Laura M E Blanken; Maartje P C M Luijk; Manon H J Hillegers; Steven A Kushner; Henning Tiemeier

doi:10.1111/jcpp.13281

Psychotic experiences and future school performance in childhood: a population-based cohort study

J Child Psychol Psychiatry. 2021 Mar;62(3):357-365. doi: 10.1111/jcpp.13281. Epub 2020 Jun 19.

Authors

Lisa R Steenkamp^{1

2}, Koen Bolhuis¹, Laura M E Blanken¹, Maartje P C M Luijk^{1

3}, Manon H J Hillegers¹, Steven A Kushner⁴, Henning Tiemeier^{1

5}

Affiliations

¹ Department of Child and Adolescent Psychiatry/Psychology, Erasmus Medical Centre-Sophia Children's Hospital, Rotterdam, The Netherlands.
² Generation R Study Group, Erasmus Medical Centre, Rotterdam, The Netherlands.
³ Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.
⁴ Department of Psychiatry, Erasmus University Medical Centre, Rotterdam, The Netherlands.
⁵ Department of Social and Behavioural Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA.

Abstract

Background: Psychotic experiences are common in childhood and an important risk indicator of adverse mental health outcomes. However, little is known about the association of psychotic experiences with functional outcomes in childhood, particularly regarding school performance. The aim of the present study was to examine whether psychotic experiences were prospectively related to school performance in childhood.

Methods: This study was embedded in the population-based Generation R Study (N = 2,362). Psychotic experiences were assessed using self-reports on hallucinations at age 10 years. School performance was assessed using a standardized national school performance test at age 12 years. We considered the total school performance score, as well as language and mathematics subscales. Analyses were adjusted for sociodemographic characteristics, maternal nonverbal IQ, nonverbal IQ at age 6 years and co-occurring psychopathology at age 10 years.

Results: Psychotic experiences were prospectively associated with poorer school performance scores (B = -0.61, 95% CI [-0.98;-0.25], p = .001), as well as poorer language (B_{percentile rank score} = -2.00, 95% CI [-3.20;-0.79], p = .001) and mathematical ability (B_{percentile rank score} = -1.75, 95% CI [-2.99;-0.51], p = .006). These associations remained after additional adjustment for nonverbal IQ at age 6 years (B = -0.51, 95% CI [-0.86;-0.16], p = .005), and co-occurring internalizing (B = -0.40, 95% CI [-0.77;-0.03], p = .036) and externalizing problems (B = -0.40, 95% CI [-0.75;-0.04], p = .029), but not attention problems (B = -0.10, 95% CI [-0.47;0.26], p = .57).

Conclusions: Children with psychotic experiences had lower school performance scores than their nonaffected peers. The finding was independent of sociodemographic characteristics, intelligence and co-occurring internalizing and externalizing problems, but not attention problems. This study suggests that psychotic experiences are associated with childhood functional impairments, although the relatively small effects and the role of attention problems warrant further exploration.

Keywords: Psychosis; cognitive impairment; intelligence; school children; school performance.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Cohort Studies
Hallucinations
Humans
Infant, Newborn
Mental Disorders*
Psychotic Disorders* / epidemiology
Schools