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School attainment in childhood is an independent risk factor of dementia in late life: results from a Brazilian sample

Published online by Cambridge University Press:  04 August 2011

Ana Beatriz Costa Bezerra ,
Evandro Silva Freire Coutinho ,
Maria Lage Barca ,
Knut Engedal ,
Eliasz Engelhardt  and
Jerson Laks
Ana Beatriz Costa Bezerra
Affiliation:
Centre for Alzheimer's Disease and Related Disorders, Institute of Psychiatry, Federal University of Rio de Janeiro, Brazil. State University of Rio de Janeiro, Brazil
Evandro Silva Freire Coutinho
Affiliation:
National School of Public Health – Oswaldo Cruz Foundation, Rio de Janeiro, Brazil
Maria Lage Barca
Affiliation:
Centre for Alzheimer's Disease and Related Disorders, Institute of Psychiatry, Federal University of Rio de Janeiro, Brazil. State University of Rio de Janeiro, Brazil Norwegian Centre for Dementia Research, Centre for Ageing and Health, Department of Geriatric Medicine, Ullevaal University Hospital, and Faculty of Medicine, University of Oslo, Norway
Knut Engedal
Affiliation:
Norwegian Centre for Dementia Research, Centre for Ageing and Health, Department of Geriatric Medicine, Ullevaal University Hospital, and Faculty of Medicine, University of Oslo, Norway
Eliasz Engelhardt
Affiliation:
Centre for Alzheimer's Disease and Related Disorders, Institute of Psychiatry, Federal University of Rio de Janeiro, Brazil. State University of Rio de Janeiro, Brazil
Jerson Laks*
Affiliation:
Centre for Alzheimer's Disease and Related Disorders, Institute of Psychiatry, Federal University of Rio de Janeiro, Brazil. State University of Rio de Janeiro, Brazil
*
Correspondence should be addressed to: Jerson Laks, Av. Copacabana, 749/802; 22051-000 Rio de Janeiro, RJ – Brazil. Phone: +55 21 2255 3454; Fax: +55 21 2548 4510. Email: [email protected].
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Abstract

Background: This study sought to assess whether lower school performance in childhood is a risk factor for dementia in old age.

Methods: Participants aged 60 years or more (n = 111) with documented proof from schools were included. Grades in three subjects – Portuguese, mathematics, and geography – were recorded and the mean final grade in all disciplines were assessed. Dementia was diagnosed using DSM-IV criteria. Sociodemographic data, school performance, and years of education were ascertained by checking documents issued by schools. Health status (hypertension and diabetes) were self reported. Regression models were used to assess the role of school performance and years of education on the risk of dementia.

Results: Dementia was diagnosed in 22 subjects. Higher school performance and years of education decreased the chance of dementia by 79% (OR = 0.21; CI 0.08–0.58) and 21% (OR = 0.79; CI 0.69–0.91), respectively. After adjustments for sociodemographic and clinical variables, only school performance remained statistically significant (OR = 0.06; CI 0.01–0.71).

Conclusions: Education in early life should be viewed as a health issue over the life course. School attainment in certain basic disciplines may be important for cognitive reserve and prevention of dementia in the elderly.

Keywords

educationdementiacognitive reserveelderlyAlzheimer's
Type
Research Article
Information
International Psychogeriatrics , Volume 24 , Issue 1 , January 2012 , pp. 55 - 61
Copyright
Copyright © International Psychogeriatric Association 2011

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