Impact of adverse childhood experiences on educational achievements in young people at clinical high risk of developing psychosis

Tognin, S; Catalan, A; Kempton, MJ; Nelson, B; McGorry, P; Riecher-Rössler, A; Bressan, R; Barrantes-Vidal, N; Krebs, M-O; Nordentoft, M; Ruhrmann, S; Sachs, G; Rutten, BPF; van Os, J; de Haan, L; van der Gaag, M; EU-GEI High-Risk Study,; McGuire, P; Valmaggia, LR

Journal article

Impact of adverse childhood experiences on educational achievements in young people at clinical high risk of developing psychosis

Abstract:: BACKGROUND: Adverse childhood experiences (ACE) can affect educational attainments, but little is known about their impact on educational achievements in people at clinical high risk of psychosis (CHR). METHODS: In total, 344 CHR individuals and 67 healthy controls (HC) were recruited as part of the European Community'sSeventh Framework Programme-funded multicenter study the European Network of National Schizophrenia Networks Studying Gene-Environment Interactions (EU-GEI). The brief version of the Child Trauma Questionnaire was used to measure ACE, while educational attainments were assessed using a semi-structured interview. RESULTS: At baseline, compared with HC, the CHR group spent less time in education and had higher rates of ACE, lower rates of employment, and lower estimated intelligence quotient (IQ). Across both groups, the total number of ACE was associated with fewer days in education and lower level of education. Emotional abuse was associated with fewer days in education in HC. Emotional neglect was associated with a lower level of education in CHR, while sexual abuse was associated with a lower level of education in HC. In the CHR group, the total number of ACE, physical abuse, and neglect was significantly associated with unemployment, while emotional neglect was associated with employment. CONCLUSIONS: ACE are strongly associated with developmental outcomes such as educational achievement. Early intervention for psychosis programs should aim at integrating specific interventions to support young CHR people in their educational and vocational recovery. More generally, public health and social interventions focused on the prevention of ACE (or reduce their impact if ACE occur) are recommended.The European Network of National Schizophrenia Networks Studying Gene–Environment Interactions (EU-GEI) Project is funded by grant agreement HEALTH-F2–2010–241909 (Project EU-GEI) from the European Community’s Seventh Framework Programme. Additional support was provided by a Medical Research Council Fellowship to M. Kempton (grant MR/J008915/1). S. Tognin is supported by a Maudsley Charity Grant (1510). B. Nelson was supported by an NHMRC Senior Research Fellowship (1137687)

Publication status:: Published

Peer review status:: Peer reviewed

Actions

Email

Email this record

Send the bibliographic details of this record to your email address.

Your Email
Please enter the email address that the record information will be sent to.

-
Your message (optional)
Please add any additional information to be included within the email.
Share
Cite

Cite this record

APA Style

Tognin, S., Catalan, A., Kempton, M. J., Nelson, B., McGorry, P., Riecher-Rössler, A., Bressan, R., Barrantes-Vidal, N., Krebs, M.-O., Nordentoft, M., Ruhrmann, S., Sachs, G., Rutten, B. P. F., van Os, J., de Haan, L., van der Gaag, M., Study, E. U.-G. E. I. H.-R., McGuire, P., & Valmaggia, L. R. (2023). Impact of adverse childhood experiences on educational achievements in young people at clinical high risk of developing psychosis. European Psychiatry, 66(1), e16–e16.

MLA Style

Tognin, S, et al. “Impact of Adverse Childhood Experiences on Educational Achievements in Young People at Clinical High Risk of Developing Psychosis.” European Psychiatry, vol. 66, no. 1, 2023, pp. e16–e16.

Chicago Style

Tognin, S, A Catalan, MJ Kempton, et al. 2023. “Impact of Adverse Childhood Experiences on Educational Achievements in Young People at Clinical High Risk of Developing Psychosis.” European Psychiatry 66 (1): e16–e16.
Print