Recurrent respiratory infections and psychological problems in junior school children

Abstract

Background. Recurrent respiratory infections (RRI) are among most common diseases in school-aged children. Little is known about possible associations between RRI and children psychological well-being. Aim. To study possible associations between RRI in junior school pupils and their emotional/behavioural characteristics. Methods. The RRI group comprised 30 first-to-fourth-year pupils from the community setting in whom 4 and more episodes of practitioner-attended respiratory tract infections during the preceding year had been diagnosed. Children were born in St. Petersburg, did not have any inborn abnormalities, disabilities, chronic and progressive diseases. Control group was made up of 30 healthy children matched to the cases for age at study, sex and date of birth as close as possible. The school class masters were approached with the Child Behavior Checklist Teacher's report form for ages 6–18 aimed at assessing emotional and behavioural characteristics. Results. Children from RRI group presented with statistically significantly higher values (more problems) for the following subscales: withdrawal/depression, somatic complaints, social problems, as well as rule-breaking behaviour. Overall, children with RRI had significantly higher values of the internalising and externalising behavioural problems. These associations remained significant after adjustment for major potential confounders. Children with RRI were more commonly reported to work less hard, behave less appropriately, learn less and be less happy at school. Structural equation modelling was used to test whether RRI influenced school success of the child and resulted in his/her psychological problems, which revealed good fit. Conclusion. Junior school children with RRI may have more psychological problems.

Keywords:

• children
• externalising problems
• internalising problems
• recurrent respiratory infections

Acknowledgements

The author would like to thank undergraduate students of the Institute of Special Education and Special Psychology of the Raoul Wallenberg International University for Family and Child for their help in collecting the raw data.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributors

Igor A. Kelmanson, MD, PhD. was born in Leningrad (St.Petersburg) in 1962. Graduated from the Leningrad Paediatric Medical Institute in 1985 with distinction. From 1985 through 2007 was employed at the Leningrad Paediatric Medical Institute (later – St. Petersburg State Paediatric Medical Academy), first as a post-graduate trainee, later on as an Assistant Professor, an Associate Professor and a Professor of Paediatrics. Since 2007 has been employed as a Professor of Paediatrics at the Institute of Special Education and Special Psychology of the Raoul Wallenberg International University for Family and Child (St. Petersburg). Winner of the European Academy Award for the Young Scientists of the Commonwealth of the Independent States (1996). The author of more than 200 publications, including 11 monographs and textbooks.