Children Born Late in the Year Face Increased Risk of Mental Health Challenges

Children born late in the year, especially those born prematurely, face higher risks of mental health issues, including ADHD and emotional disorders. A Norwegian study suggests the need for educational adjustments to support vulnerable students.

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A recent study conducted by the Norwegian University of Science and Technology (NTNU) reveals that children born towards the end of the calendar year, specifically in October, November, or December, are more likely to be diagnosed with mental health conditions than their classmates born earlier in the year. This pattern holds true for both boys and girls, regardless of whether they were born full-term or prematurely.

The research involved tracking over one million Norwegian children aged 4 to 17 years, born between 1991 and 2012, using extensive health registry data. The primary aim was to investigate the phenomenon known as "relative age effects," which suggests that children born late in the year tend to be diagnosed with mental health disorders more frequently than those born near the start of the year, such as January to March.

Findings demonstrated that the youngest students in a classroom are at higher risk of mental health diagnoses, notably ADHD, where incidence rates increased by 20% to 80%. This trend was observed alongside other neuropsychiatric disorders that influence language development, academic performance, and motor skills.

Specifically, for children born prematurely, the risk was even more pronounced among girls. The youngest premature girls showed a significantly higher likelihood of being diagnosed with emotional disorders such as anxiety, depression, and adaptation issues compared to their older peers within the same birth cohort. These results point to a possible link between educational structuring and the mental health outcomes of children and adolescents.

Experts suggest that current school systems may not adequately accommodate children with more immature behaviors, which could contribute to these disparities. The researchers propose potential solutions, such as flexible school start dates or providing additional support to children who might be disadvantaged due to their relative age.

Author Christine Strand Bachmann emphasizes that these findings underline the importance of reevaluating educational policies to better support mental health, especially for the youngest students and those born prematurely. Her dual role as a researcher and a neonatal intensive care consultant adds practical insight into the implications of these findings.

This important research highlights the need for tailored educational strategies and early interventions to address the increased vulnerability of late-born and premature children to mental health challenges.