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

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. To that end, this paper builds a...

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Bibliographic Details
Published inMultiple sclerosis Vol. 26; no. 13; p. 1633
Main Authors Vargas, W S, Noble, K G, Banwell, B, De Jager, P
Format Journal Article
LanguageEnglish
Published England 01.11.2020
Subjects
adolescent
Multiple sclerosis
child cognitive dysfunction
academic success
achievement
schools
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Summary: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. To that end, this paper builds an evidence-based argument for evaluating educational outcomes in children with MS. 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. Scholastic achievement should be assessed as part of the routine cognitive screening of children and adolescents with MS.
ISSN:1477-0970
DOI:10.1177/1352458520923946