Relation between stunting in a sample of primary school children and their scholastic achievement and behavior in Ismailia City

Abstract EN

ackground: Stunting is associated with poor development, cognition and school performance in early childhood compared with non-stunted children through late adolescence.

Stunted children have impaired behavioral development in early life and are found to be less likely to enroll at school or enroll late or tend to achieve lower grades than non-stunted children.

Furthermore, stunted children are more apathetic, display less exploratory behavior and have altered physiological arousal.

Aim: The present study aims to improve child health through assessing the relation between stunted children and their scholastic achievement and behavior.

Method: As a case-control design, the current study was conducted with primary school children in the 5th and 6th grades in Ismailia.

The study comprised N=204 students (n=102 stunted children, n=102 controls); n=81 were from public schools and n=21 from private schools.

Data was collected through measuring the height of students and comparing measurements to World Health Organization (WHO) growth charts.

A questionnaire identifying socio-demographic characteristics was given to parents.

A teacher’s child behavior checklist (teacher report form) was completed by the master teachers to rate the academic performance and behavioral difficulties of the selected children.

Results: Mothers with low levels of education, big family size and lastly ranked child order were found more among stunted students compared to non-stunted children.

In addition, poor scholastic achievement and behavioral disorders occur more frequently among stunted children compared with non-stunted students.

Conclusion: Stunting is related to poor scholastic achievement and behavioral disorders.