The educational impact of childhood-onset multiple sclerosis: Why assessing academic achievement is imperative

Background: Limited data suggest that adolescents with multiple sclerosis (MS) frequently discontinue school. While it is known that cognitive impairment occurs in 30% to 50% of children with MS, the functional impact of childhood MS on academic achievement is virtually unknown. Objective: To that e...

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Bibliographic Details
Published in:Multiple sclerosis 2020-11, Vol.26 (13), p.1633-1637
Main Authors: Vargas, WS, Noble, KG, Banwell, B, De Jager, P
Format: Article
Language:English
Subjects:
Academic achievement
Adolescents
Children
Cognitive ability
Multiple sclerosis
Pediatrics
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Summary:Background: Limited data suggest that adolescents with multiple sclerosis (MS) frequently discontinue school. While it is known that cognitive impairment occurs in 30% to 50% of children with MS, the functional impact of childhood MS on academic achievement is virtually unknown. Objective: To that end, this paper builds an evidence-based argument for evaluating educational outcomes in children with MS. Methods: This will be accomplished through (a) a review of pediatric MS and its cognitive consequences; (b) a selective review of the utility of neuropsychological batteries in assessing academic outcomes in pediatric populations in general; and (c) a brief overview of modifiable factors that have a potential benefit on school outcomes in children with MS. Conclusion: Scholastic achievement should be assessed as part of the routine cognitive screening of children and adolescents with MS.
ISSN:1352-4585
1477-0970
DOI:10.1177/1352458520923946