Study Reveals Increased Mental Health Risks for Younger Schoolchildren

A recent study conducted by researchers at the Norwegian University of Science and Technology (NTNU) has highlighted significant mental health risks faced by schoolchildren born later in the calendar year. Published in the *BMJ Paediatrics Open* on July 1, 2025, the study indicates that children born in October, November, or December are statistically more likely to receive a mental health diagnosis compared to their peers born earlier in the year (January, February, and March). This research is based on an analysis of over one million Norwegian children aged 4 to 17, born between 1991 and 2012, and explores what are known as 'relative age effects' in mental health diagnoses.

The findings reveal that the youngest members of a school class are diagnosed with mental health issues, such as Attention Deficit Hyperactivity Disorder (ADHD), at a significantly higher rate—an increase of 20-80% depending on whether they were born full-term or prematurely. Christine Strand Bachmann, a PhD research fellow at NTNU's Department of Public Health and Nursing and a consultant at the Neonatal Intensive Care Unit at St. Olavs Hospital, emphasizes the implications of these findings, stating, "We believe that the increase in diagnoses for the youngest class members can partly be linked to the way we organize our education system."

In addition to the increased risk for ADHD, the study found similar trends for other neuropsychiatric disorders, which include delayed development in language, academic skills, and motor skills. Premature girls born late in the year exhibited a notably higher risk of developing emotional disorders, such as anxiety and depression, compared to their older peers. This underscores the compounded vulnerabilities faced by premature children.

The research raises critical questions about the educational framework in Norway and its capacity to accommodate children with varying levels of maturity. Bachmann suggests that potential remedies could involve implementing flexible school start dates or providing additional support to younger students to mitigate these risks.

The significance of this study extends beyond Norway, as various educational systems worldwide may similarly overlook the developmental disparities caused by age differences within school cohorts. The findings also invoke broader discussions about how educational policies can adapt to support the mental health and well-being of all students, particularly those affected by relative age effects.

As mental health continues to be a pressing issue for children globally, the implications of this research are profound. Policymakers and educational authorities may need to reassess age cut-off dates for school enrollment and consider the potential benefits of individualized educational strategies that account for the developmental differences among students.

In summary, the study conducted by NTNU highlights a critical need for awareness and action regarding the mental health risks associated with relative age in school settings. As more research emerges on this topic, stakeholders in education and public health must collaborate to ensure that all children receive the necessary support to thrive academically and emotionally.