https://orcid.org/0000-0003-2667-1796
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Abstract
This study explored the association between children’s vision and their school academic progress as reported by parents/guardians. Participants were 1,612 schoolchildren (722 6-7-year-olds, 890 12-13-year-olds) in randomly selected schools in Ireland. In advance of data collection, parents/guardians reported school performance as (a) much better than classmates (high-performance) (b) about the same as classmates (average-performance) (c) not as well as classmates (low-performance). Measurements included logMAR monocular visual acuities (with spectacles if worn, and pinhole) in the distance (3 m) and near (40 cm); the amplitude of accommodation; stereoacuity, colour vision assessment, and cyclopleged autorefraction.
Controlling for confounders, children presenting with visual impairment (vision poorer than 0.3logMAR (6/12) in the ‘better eye’), amblyopia (‘lazy eye’), uncorrected refractive error (hyperopia ≥+3.50D and astigmatism ≥1.50DC), reduced for age ability to adjust focus from distance to near tasks (accommodation), impaired three-dimensional vision (stereoacuity), and defective colour vision were more likely to report low-performance in school. The majority of low-performing participants (68%) did not have an eye examination within the 12 months before data collection. Children with academic performance challenges ought to have a comprehensive eye examination, to detect potential vision problems for early intervention minimising any negative impact they may have on educational outcomes.
Acknowledgement
The authors would like to express their appreciation to Dr Jim Stack (Waterford Institute of Technology, Ireland), Professor John Kearney (Epidemiology, School of Biological Sciences, Technological University Dublin, Ireland), and Professor Kathryn Saunders (School of Biomedical Sciences, Ulster University, Northern Ireland) for their valuable input in the Ireland Eye Study. The authors would also like to acknowledge the support and participation of the schools, the children and their parents and guardians in the Ireland Eye Study.
Disclosure statement
The authors report no conflicts of interest.
Notes
1 G*Power software is used to calculate statistical power to determine the appropriate sample size to detect a "true" effect when it exists
2 A unit of measurement of the optical power of a lens- reciprocal of the lens focal length in metres
3 The difference in dioptres between the steepest and shallowest curvature of the lens/cornea.
Additional information
Funding
Notes on contributors
Siofra Harrington
Dr Siofra Harrington, PhD, lecturer in Optometry and clinical tutor in Technological University Dublin, principal investigator Ireland Eye Study, research interests include ametropia, amblyopia and visual impairment in children, public health and vision screening, myopia management, binocular vision, colour vision, sports vision and school vision.
Peter A. Davison
Dr Peter Davison, PhD, formerly Senior Lecturer in Optometry at Technological University Dublin. National Optometry Centre Colour Vision Assessment Unit head. His research interests include evaluating colour vision tests, macular pigment density effects on visual functions, cataract patients postoperative vision prediction, night-vision, and road traffic accidents visual correlations.
Veronica O'Dwyer
Dr Veronica O'Dwyer, PhD, lecturer and clinical tutor in Optometry in Technological University Dublin, research interests include schoolchildren ametropia, amblyopia and vision impairment; diet/macular pigment in age-related macular degeneration; Demodex folliculorum and dry eye and contact lens wear impact on refractive surgery outcomes.