TY - JOUR

T1 - Lifetime exposure to air pollution and academic achievement

T2 - A nationwide cohort study in Denmark

AU - Lim, Youn-Hee

AU - Bilsteen, Josephine Funck

AU - Mortensen, Laust Hvas

AU - Lanzky, Linnea Ranja Mignon

AU - Zhang, Jiawei

AU - Tuffier, Stéphane

AU - Brandt, Jørgen

AU - Ketzel, Matthias

AU - Flensborg-Madsen, Trine

AU - Wimmelmann, Cathrine Lawaetz

AU - Okholm, Gunhild Tidemann

AU - Hegelund, Emilie Rune

AU - Napolitano, George Maria

AU - Andersen, Zorana Jovanovic

AU - Loft, Steffen

N1 - Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.

PY - 2024

Y1 - 2024

N2 - Recent research suggests a link between air pollution and cognitive development in children, and studies on air pollution and academic achievement are emerging. We conducted a nationwide cohort study in Denmark to explore the associations between lifetime exposure to air pollution and academic performance in 9th grade. The study encompassed 785,312 children born in Denmark between 1989 and 2005, all of whom completed 9th-grade exit examinations. Using linear mixed models with a random intercept for each school, we assessed the relationship between 16 years of exposure to PM2.5, PM10, and gaseous pollutants and Grade Point Averages (GPA) in exit examinations, covering subjects such as Danish literature, Danish writing, English, mathematics, and natural sciences. The study revealed that a 5 µg/m3 increase in PM2.5 and PM10 was associated with a decrease of 0.99 (95 % Confidence Intervals: -1.05, -0.92) and 0.46 (-0.50, -0.41) in GPA, respectively. Notably, these negative associations were more pronounced in mathematics and natural sciences compared to language-related subjects. Additionally, girls and children with non-Danish mothers were found to be particularly susceptible to the adverse effects of air pollution exposure. These results underscore the potential long-term consequences of air pollution on academic achievement, emphasizing the significance of interventions that foster healthier environments for children's cognitive development.

AB - Recent research suggests a link between air pollution and cognitive development in children, and studies on air pollution and academic achievement are emerging. We conducted a nationwide cohort study in Denmark to explore the associations between lifetime exposure to air pollution and academic performance in 9th grade. The study encompassed 785,312 children born in Denmark between 1989 and 2005, all of whom completed 9th-grade exit examinations. Using linear mixed models with a random intercept for each school, we assessed the relationship between 16 years of exposure to PM2.5, PM10, and gaseous pollutants and Grade Point Averages (GPA) in exit examinations, covering subjects such as Danish literature, Danish writing, English, mathematics, and natural sciences. The study revealed that a 5 µg/m3 increase in PM2.5 and PM10 was associated with a decrease of 0.99 (95 % Confidence Intervals: -1.05, -0.92) and 0.46 (-0.50, -0.41) in GPA, respectively. Notably, these negative associations were more pronounced in mathematics and natural sciences compared to language-related subjects. Additionally, girls and children with non-Danish mothers were found to be particularly susceptible to the adverse effects of air pollution exposure. These results underscore the potential long-term consequences of air pollution on academic achievement, emphasizing the significance of interventions that foster healthier environments for children's cognitive development.

U2 - 10.1016/j.envint.2024.108500

DO - 10.1016/j.envint.2024.108500

M3 - Journal article

C2 - 38430583

VL - 185

JO - Environment international

JF - Environment international

SN - 0160-4120

M1 - 108500

ER -