Legend: The major foci in the brain that appear to show disparities in poor children are the hippocampus and frontal lobe. These 3D renderings depict the hippocampus in blue and the frontal lobe in red/yellow.
Citation: Hair, N. L., Hanson, J. L., Wolfe, B. L., & Pollak, S. D. (2015). Association of child poverty, brain development, and academic achievement. Journal of the American Medical Association JAMA-Pediatrics, 169(9), 822-829.
Abstract:
Importance: Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment.
Objective: To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance.
Design, Setting, and Participants: Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants.
Exposure: Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level.
Main Outcomes and Measures: Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus.
Results: Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1.5 times the federal poverty level were 3 to 4 percentage points below the developmental norm (P < .05). A larger gap of 8 to 10 percentage points was observed for children below the federal poverty level (P < .05). These developmental differences had consequences for children’s academic achievement. On average, children from low-income households scored 4 to 7 points lower on standardized tests (P < .05). As much as 20% of the gap in test scores could be explained by maturational lags in the frontal and temporal lobes.
Conclusions and Relevance: The influence of poverty on children’s learning and achievement is mediated by structural brain development. To avoid long-term costs of impaired academic functioning, households below 150% of the federal poverty level should be targeted for additional resources aimed at remediating early childhood environments.
About the Pollak Lab:
Research projects in our lab are focused upon children’s emotional development and the relationship between early emotional experience and child psychopathology. We are particularly interested in understanding two related aspects of emotional development:
- What are the mechanisms of normal emotional development?
- To what extent are emotions shaped by nature and nurture?
- Does it make sense to try and separate biology and experience?
- How are emotions related to the development of psychopathology in children?
- Might the development of emotional processes help explain the link between people’s early experiences and later development of psychological difficulties?