Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors / Divyangana RAKESH in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Titre : Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors Type de document : texte imprimé Auteurs : Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.417-439 Langues : Anglais (eng) Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors [texte imprimé] / Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.417-439. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Associations of neighborhood threat and deprivation with psychopathology: Uncovering neural mechanisms / Teresa G. VARGAS in Development and Psychopathology, 37-5 (December 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-5 (December 2025) . - p.2646-2660 Titre : Associations of neighborhood threat and deprivation with psychopathology: Uncovering neural mechanisms Type de document : texte imprimé Auteurs : Teresa G. VARGAS, Auteur ; Divyangana RAKESH, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.2646-2660 Langues : Anglais (eng) Mots-clés : brain  deprivation  development  neighborhood  threat Index. décimale : PER Périodiques Résumé : Background:Assessing dimensions of neighborhoods could aid identification of contextual features that influence psychopathology in children and contribute to uncovering mechanisms underlying these associations.Method:The ABCD sample included 8,339 participants aged 9-10 from 21 U.S. sites. Mixed effect and structural equation models estimated associations of self-reported neighborhood threat/safety and county-level neighborhood threat (i.e., crime) and tract-level deprivation with psychopathology symptoms and indirect effects. Hypothesized mechanisms included emotion processing (adaptation to emotional conflict, task-active ROIs for emotional n-back) and cognition (EF and task-active ROIs for the stop-signal task); exploratory analyses included neural function (of amygdala to network and within-network resting state connectivity).Results:Associations of neighborhood deprivation and all symptoms were mediated by EF; links with psychotic-like experiences (PLEs) were mediated by retrosplenial temporal and dorsal attention within-network connectivity. In contrast, neighborhood threat was associated with attention difficulties, internalizing problems, and PLEs uniquely via default mode within-network connectivity; with attention difficulties, externalizing symptoms, and PLEs through amygdala-dorsal attention within-network connectivity, with PLEs and externalizing symptoms through visual within-network connectivity; with PLEs and attention difficulties through amygdala-sensorimotor connectivity, and with PLEs through amygdala-salience network connectivity.Conclusion:Neighborhood deprivation and threat predicted symptoms through distinct neural and cognitive pathways, with implications for prevention and intervention efforts at contextual levels. En ligne : https://dx.doi.org/10.1017/S095457942510031X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Associations of neighborhood threat and deprivation with psychopathology: Uncovering neural mechanisms [texte imprimé] / Teresa G. VARGAS, Auteur ; Divyangana RAKESH, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.2646-2660. Langues : Anglais (eng) in Development and Psychopathology > 37-5 (December 2025) . - p.2646-2660 Mots-clés : brain  deprivation  development  neighborhood  threat Index. décimale : PER Périodiques Résumé : Background:Assessing dimensions of neighborhoods could aid identification of contextual features that influence psychopathology in children and contribute to uncovering mechanisms underlying these associations.Method:The ABCD sample included 8,339 participants aged 9-10 from 21 U.S. sites. Mixed effect and structural equation models estimated associations of self-reported neighborhood threat/safety and county-level neighborhood threat (i.e., crime) and tract-level deprivation with psychopathology symptoms and indirect effects. Hypothesized mechanisms included emotion processing (adaptation to emotional conflict, task-active ROIs for emotional n-back) and cognition (EF and task-active ROIs for the stop-signal task); exploratory analyses included neural function (of amygdala to network and within-network resting state connectivity).Results:Associations of neighborhood deprivation and all symptoms were mediated by EF; links with psychotic-like experiences (PLEs) were mediated by retrosplenial temporal and dorsal attention within-network connectivity. In contrast, neighborhood threat was associated with attention difficulties, internalizing problems, and PLEs uniquely via default mode within-network connectivity; with attention difficulties, externalizing symptoms, and PLEs through amygdala-dorsal attention within-network connectivity, with PLEs and externalizing symptoms through visual within-network connectivity; with PLEs and attention difficulties through amygdala-sensorimotor connectivity, and with PLEs through amygdala-salience network connectivity.Conclusion:Neighborhood deprivation and threat predicted symptoms through distinct neural and cognitive pathways, with implications for prevention and intervention efforts at contextual levels. En ligne : https://dx.doi.org/10.1017/S095457942510031X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Editorial: ADHD persistence – the interplay of genes, socioeconomic context, and symptom domains over development / Phoebe THOMSON in Journal of Child Psychology and Psychiatry, 67-5 (May 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-5 (May 2026) . - p.605-608 Titre : Editorial: ADHD persistence – the interplay of genes, socioeconomic context, and symptom domains over development Type de document : texte imprimé Auteurs : Phoebe THOMSON, Auteur ; Divyangana RAKESH, Auteur Article en page(s) : p.605-608 Langues : Anglais (eng) Mots-clés : ADHD persistence  inattention  hyperactivity  genes  environment Index. décimale : PER Périodiques Résumé : Persistence of childhood ADHD symptoms into adolescence and adulthood is common. However, persistence is not simply a continuation of early high severity ADHD. Rather, it is the product of influences from individual-level genetic liability, one's environmental context, and their interplay. The field has often focused on cross-sectional ADHD severity and genetic load. However, environments ? such as one's socioeconomic context ? exert their own influence over development independently of genetics, as well as modulate genetic influences. Importantly, these genetic and environmental effects vary significantly between inattention and hyperactivity/impulsivity symptom domains, emphasizing the need to consider these domains separately when studying persistence risk. This article outlines a unifying persistence framework reflecting the changing contributions of genes, environmental context, and their interaction over time, offering a path to a more complete understanding of risk for symptom persistence. En ligne : https://doi.org/10.1111/jcpp.70150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Editorial: ADHD persistence – the interplay of genes, socioeconomic context, and symptom domains over development [texte imprimé] / Phoebe THOMSON, Auteur ; Divyangana RAKESH, Auteur . - p.605-608. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-5 (May 2026) . - p.605-608 Mots-clés : ADHD persistence  inattention  hyperactivity  genes  environment Index. décimale : PER Périodiques Résumé : Persistence of childhood ADHD symptoms into adolescence and adulthood is common. However, persistence is not simply a continuation of early high severity ADHD. Rather, it is the product of influences from individual-level genetic liability, one's environmental context, and their interplay. The field has often focused on cross-sectional ADHD severity and genetic load. However, environments ? such as one's socioeconomic context ? exert their own influence over development independently of genetics, as well as modulate genetic influences. Importantly, these genetic and environmental effects vary significantly between inattention and hyperactivity/impulsivity symptom domains, emphasizing the need to consider these domains separately when studying persistence risk. This article outlines a unifying persistence framework reflecting the changing contributions of genes, environmental context, and their interaction over time, offering a path to a more complete understanding of risk for symptom persistence. En ligne : https://doi.org/10.1111/jcpp.70150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Editorial: Integrating multilevel environmental influences on child brain development / Divyangana RAKESH in Journal of Child Psychology and Psychiatry, 67-8 (August 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-8 (August 2026) . - p.1221-1223 Titre : Editorial: Integrating multilevel environmental influences on child brain development Type de document : texte imprimé Auteurs : Divyangana RAKESH, Auteur ; Alexis BRIEANT, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.1221-1223 Langues : Anglais (eng) Mots-clés : Brain development  Stress  Childhood and adolescence  Family, neighborhood, and structural determinants  Interactions and developmental timing Index. décimale : PER Périodiques Résumé : Environmental influences on child brain development operate across multiple levels of context, including family, neighbourhood and broader structural environments. While developmental cognitive neuroscience has generated substantial evidence linking proximal experiences to neurodevelopment, neighbourhood and especially macrolevel structural influences remain less well-integrated into prevailing models. In this editorial, we argue for a multilevel developmental framework that considers the independent and interactive effects of environmental factors across contexts and how their influence changes over development. We highlight evidence that proximal, neighbourhood and structural conditions each contribute to neurodevelopment and that their effects are often interdependent. Advancing the field will require greater integration across levels of analysis to better understand how environments shape brain and behaviour development. En ligne : https://doi.org/10.1111/jcpp.70187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Editorial: Integrating multilevel environmental influences on child brain development [texte imprimé] / Divyangana RAKESH, Auteur ; Alexis BRIEANT, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.1221-1223. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-8 (August 2026) . - p.1221-1223 Mots-clés : Brain development  Stress  Childhood and adolescence  Family, neighborhood, and structural determinants  Interactions and developmental timing Index. décimale : PER Périodiques Résumé : Environmental influences on child brain development operate across multiple levels of context, including family, neighbourhood and broader structural environments. While developmental cognitive neuroscience has generated substantial evidence linking proximal experiences to neurodevelopment, neighbourhood and especially macrolevel structural influences remain less well-integrated into prevailing models. In this editorial, we argue for a multilevel developmental framework that considers the independent and interactive effects of environmental factors across contexts and how their influence changes over development. We highlight evidence that proximal, neighbourhood and structural conditions each contribute to neurodevelopment and that their effects are often interdependent. Advancing the field will require greater integration across levels of analysis to better understand how environments shape brain and behaviour development. En ligne : https://doi.org/10.1111/jcpp.70187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

Socioeconomic disadvantage, pubertal development, and adolescent mental health and academic achievement: A longitudinal study / Kate FITZSIMONS in Development and Psychopathology, 38-3 (August 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-3 (August 2026) . - p.1333-1345 Titre : Socioeconomic disadvantage, pubertal development, and adolescent mental health and academic achievement: A longitudinal study Type de document : texte imprimé Auteurs : Kate FITZSIMONS, Auteur ; Qingyang LI, Auteur ; Phoebe THOMSON, Auteur ; Niamh MACSWEENEY, Auteur ; Divyangana RAKESH, Auteur Article en page(s) : p.1333-1345 Langues : Anglais (eng) Mots-clés : Academic achievement  adolescence  mental health  neighborhood disadvantage  puberty  socioeconomic status Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is linked to pubertal development, mental health issues, and academic performance. However, the role of early pubertal development in the link between low SES and mental health and academic outcomes is unclear. Using longitudinal data from the ABCD Study (9–10 years at baseline, N = 9,848, 52.2% males) across four time points, we examined associations between household and neighborhood disadvantage, pubertal development, and mental health and academic achievement. Greater household and neighborhood disadvantage were associated with more advanced pubertal status at baseline in both males and females. Among females, higher pubertal status at baseline mediated the association between lower household income and neighborhood disadvantage with greater mental health problems and poorer school performance. Additionally, slower pubertal tempo attenuated the relationship between neighborhood disadvantage and these outcomes in females. These findings underscore the importance of considering both household and neighborhood contexts in shaping adolescent development and highlight pubertal development as a potential pathway underlying socioeconomic disparities in mental health and academic achievement. En ligne : https://dx.doi.org/10.1017/S0954579426101187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Socioeconomic disadvantage, pubertal development, and adolescent mental health and academic achievement: A longitudinal study [texte imprimé] / Kate FITZSIMONS, Auteur ; Qingyang LI, Auteur ; Phoebe THOMSON, Auteur ; Niamh MACSWEENEY, Auteur ; Divyangana RAKESH, Auteur . - p.1333-1345. Langues : Anglais (eng) in Development and Psychopathology > 38-3 (August 2026) . - p.1333-1345 Mots-clés : Academic achievement  adolescence  mental health  neighborhood disadvantage  puberty  socioeconomic status Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is linked to pubertal development, mental health issues, and academic performance. However, the role of early pubertal development in the link between low SES and mental health and academic outcomes is unclear. Using longitudinal data from the ABCD Study (9–10 years at baseline, N = 9,848, 52.2% males) across four time points, we examined associations between household and neighborhood disadvantage, pubertal development, and mental health and academic achievement. Greater household and neighborhood disadvantage were associated with more advanced pubertal status at baseline in both males and females. Among females, higher pubertal status at baseline mediated the association between lower household income and neighborhood disadvantage with greater mental health problems and poorer school performance. Additionally, slower pubertal tempo attenuated the relationship between neighborhood disadvantage and these outcomes in females. These findings underscore the importance of considering both household and neighborhood contexts in shaping adolescent development and highlight pubertal development as a potential pathway underlying socioeconomic disparities in mental health and academic achievement. En ligne : https://dx.doi.org/10.1017/S0954579426101187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

The role of pubertal development in the association between trauma and internalising symptoms in female youth / Niamh MACSWEENEY in Journal of Child Psychology and Psychiatry, 66-8 (August 2025)  

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