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The problem
Intervention: No intervention was tested; this is an observational study examining natural associations
Who it was tested with: 1,239 students in Melbourne, Australia, followed from age 9 to 11 years.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"Data were drawn from a prospective cohort study of students in Melbourne, Australia (N = 1239). Data were linked with a standardised national assessment of academic performance at baseline (9 years) and wave three (11 years). Depressive and anxiety symptoms were assessed at baseline and wave two (10 years). Regression analyses estimated the association between emotional problems (9 and/or 10 years) and academic performance at 11 years, adjusting for baseline academic performance, sex, age and socioeconomic status, and hyperactivity/inattention symptoms." This is a longitudinal cohort study with prospective measurement of exposures and outcomes, making it a relatively strong observational design for examining associations between childhood emotional problems and academic achievement.
Observational design cannot establish causation; associations may be confounded by unmeasured factors; findings specific to Australian context.
Across countries and designs
3 studies · 3 countries
