Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review

The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child develop...

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Autores principales:	Michelle Black, Amy Barnes, Mark Strong, Anna Brook, Anna Ray, Ben Holden, Clare Foster, David Taylor-Robinson
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	child development childhood education school adolescent health health inequality adolescent mental health Medicine R
Acceso en línea:	https://doaj.org/article/8972a0786d6d4b19a6c266f52f217c33
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spelling	oai:doaj.org-article:8972a0786d6d4b19a6c266f52f217c332021-11-11T16:43:05ZRelationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review10.3390/ijerph1821116131660-46011661-7827https://doaj.org/article/8972a0786d6d4b19a6c266f52f217c332021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11613https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child development at school starting age and subsequent health in adolescence and identifies factors affecting associations. We undertook a participatory systematic review, searching electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) for articles published between November 1990 and November 2020. Observational, intervention and review studies reporting a measure of child development and subsequent health outcomes, specifically weight and mental health, were included. Studies were individually and collectively assessed for quality using a comparative rating system of stronger, weaker, inconsistent or limited evidence. Associations between child development and adolescent health outcomes were assessed and reported by four domains of child development (socio-emotional, cognitive, language and communication, and physical development). A conceptual diagram, produced with stakeholders at the outset of the study, acted as a framework for narrative synthesis of factors that modify or mediate associations. Thirty-four studies were included. Analysis indicated stronger evidence of associations between measures of socio-emotional development and subsequent mental health and weight outcomes; in particular, positive associations between early externalising behaviours and later internalising and externalising, and negative associations between emotional wellbeing and later internalising and unhealthy weight. For all other domains of child development, although associations with subsequent health were positive, the evidence was either weaker, inconsistent or limited. There was limited evidence on factors that altered associations. Positive socio-emotional development at school starting age appears particularly important for subsequent mental health and weight in adolescence. More collaborative research across health and education is needed on other domains of development and on the mechanisms that link development and later health, and on how any relationship is modified by socio-economic context.Michelle BlackAmy BarnesMark StrongAnna BrookAnna RayBen HoldenClare FosterDavid Taylor-RobinsonMDPI AGarticlechild developmentchildhood educationschooladolescent healthhealth inequalityadolescent mental healthMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11613, p 11613 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	child development childhood education school adolescent health health inequality adolescent mental health Medicine R
spellingShingle	child development childhood education school adolescent health health inequality adolescent mental health Medicine R Michelle Black Amy Barnes Mark Strong Anna Brook Anna Ray Ben Holden Clare Foster David Taylor-Robinson Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
description	The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child development at school starting age and subsequent health in adolescence and identifies factors affecting associations. We undertook a participatory systematic review, searching electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) for articles published between November 1990 and November 2020. Observational, intervention and review studies reporting a measure of child development and subsequent health outcomes, specifically weight and mental health, were included. Studies were individually and collectively assessed for quality using a comparative rating system of stronger, weaker, inconsistent or limited evidence. Associations between child development and adolescent health outcomes were assessed and reported by four domains of child development (socio-emotional, cognitive, language and communication, and physical development). A conceptual diagram, produced with stakeholders at the outset of the study, acted as a framework for narrative synthesis of factors that modify or mediate associations. Thirty-four studies were included. Analysis indicated stronger evidence of associations between measures of socio-emotional development and subsequent mental health and weight outcomes; in particular, positive associations between early externalising behaviours and later internalising and externalising, and negative associations between emotional wellbeing and later internalising and unhealthy weight. For all other domains of child development, although associations with subsequent health were positive, the evidence was either weaker, inconsistent or limited. There was limited evidence on factors that altered associations. Positive socio-emotional development at school starting age appears particularly important for subsequent mental health and weight in adolescence. More collaborative research across health and education is needed on other domains of development and on the mechanisms that link development and later health, and on how any relationship is modified by socio-economic context.
format	article
author	Michelle Black Amy Barnes Mark Strong Anna Brook Anna Ray Ben Holden Clare Foster David Taylor-Robinson
author_facet	Michelle Black Amy Barnes Mark Strong Anna Brook Anna Ray Ben Holden Clare Foster David Taylor-Robinson
author_sort	Michelle Black
title	Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
title_short	Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
title_full	Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
title_fullStr	Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
title_full_unstemmed	Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review
title_sort	relationships between child development at school entry and adolescent health—a participatory systematic review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/8972a0786d6d4b19a6c266f52f217c33
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Relationships between Child Development at School Entry and Adolescent Health—A Participatory Systematic Review

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