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John Quinones

Molli Spalter

ENG 3020

24 November 2018

Physical and Mental Health of Children and the Relationship to Their Academic and Social

Achievement: A Review of Literature

The physical health, mental health, and well-being of children in the United States has

direct effects on their performance in learning institutions, such as school, where academic and

social skills are being assessed, improved, and utilized on the daily basis (Basch; Kuo et al.).

Children who do not receive adequate physical and mental health care are put in a disadvantaged

position where they have a harder time succeeding in academic and social settings (Basch; Dowd

et al.; Pati et al. Kuo et al.). This hindered position that a child can be put in can be due to the

main fact that access to physical and mental health care is limited to the socioeconomic status of

low-income families (Dowd et al.). Simply put, healthier students are better learners (Basch;

Molina et al.; Middleman et al.; Kuo et al.). Ultimately, if a child’s well-being is neglected at an

early age, which causes he or she to fall behind in school, a chain of events can result where a

child has a significantly lower chance of achieving successful status in his or her future.

To demonstrate the importance of a child’s well-being in an academic setting, children

who maintain a routine with a common goal of staying healthy will be assessed. The primary

purpose of this literature review is to identify in which ways do pharmaceutical medicine,

vaccines, and preventative care improve the academic and social achievement of inner-city

children in after-school programs. As a pre-pharmacy student, I have a passion and a deep

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interest in helping people feel better through physical and mental health care. For the purpose of

this composition, I have a personal connection and experience in successful attempts to improve

the lives of children.

Through related research and practices, children of urban neighborhoods who maintain a

healthy routine in physical and mental health care due to their availability benefit and improve

their learning and social achievement in school programs in three fundamental approaches. The

three fundamental approaches include: medicine, vaccines, and access to preventative care

through the allowance of parents. Addressing these approaches on how they benefit and improve

the learning and social achievement of children is essential because these they can be main

factors in youth development that can decide the short-term fate of a child’s success in an

academic and social setting, or the long-term fate of a child’s success when he or she applies for

employment or admission to higher education, such as college (Basch; Kuo et al.). Additionally,

after-school programs can take what has been researched to benefit the health of the children that

they serve on the regular basis. Finally, it is important to note that the scope of this review is

limited. Gaps in the current research will be identified which provides an opportunity for

suggested studies that research communities can potentially conduct in the future to benefit the

purpose of this review.

Medicine is Essential to a Child’s Success

Pharmaceutical medicine, or in this case it can simply be called medicine, are the

compounds or remedies taken to help aid the human body in the treatment or prevention of

disease. No matter a child or an adult, there is medicine for everyone of all ages to help them

fend off diseases and infections they are exposed to on the regular basis. Children are at the most

vulnerable stage of their lives because they are, for the first time, experiencing the start of the
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educational part of their life journeys. They are developing for what they will become in the

future (Basch 651). That youth development that children are progressing through is not the

same among the entire population. Regardless of how great the teachers, environment, and

governing structures are in a certain school, if a child, or student, is not motivated to learn, then

their educational progress has already been put at a disadvantage (Basch; Kuo et al.). A child can

become not motivated to learn when they are sick all the time. There are many causes to put a

child at a disadvantage in the educational setting, but in this case, educational health disparities

have an impactful role in educational achievement among urban minority youth (Basch 651).

Particularly, the focus of attention is that not all children are found to be in the same position

when their access to medicine is assessed. Children who do not have access to medicine due to

socioeconomic status can suffer serious consequences that can negatively affect their chance of

having a successful future.

Basch and Molina have conducted similar studies in medicine among urban minority

youth in the United States who are experiencing disadvantages to their social and academic

achievement in the educational setting. Both scholars, along with their colleagues, focus on a

disorder that is the most common among children, which is termed Attention Deficit

Hyperactivity Disorder, or ADHD. Children who have ADHD lack focus or attention and are

hyperactive in all settings of social context (Basch). More importantly, their investigation of this

topic is related through the focus of discussion on medicine utilized to minimize the symptoms,

or the indications of ADHD among the children studied. Basch, through his study, provides a

general sense of the effects that ADHD has on children’s education while Molina provides a

useful and more in-depth methodology to gather information about this topic through a case

study that was done through a randomized trial in a large public middle school (Basch; Molina et
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al.). Stimulant medication, being one of the intervention strategies used to treat ADHD in the

children studied, was concluded to be promising, effective, and acceptable for children with

ADHD in the educational setting (Basch; Molina et al.). Data and evidence found that the

treatment allowed the children affected by the disorder to have better focus and attention.

Ultimately, the research of both scholars, confidently reasoned that stimulant medication meant

to treat children with ADHD helped improve one’s academic and social achievement in school

and that those who do not have access to such medications, due to poor income, are put at a

disadvantage in achievement when they are correlated to each other (Basch; Molina et al.).

Although both Basch and Molina administered similar studies that meant to prove the

efficacy of medicine meant to treat children who have ADHD and its relation to academic and

social performance, they have contrasting aspects in their research. Basch does not only focus on

children that have ADHD like Molina. Basch makes an important observation that there are

children in the academic setting who have ADHD and may not be diagnosed properly, therefore

not receiving the treatment that they require (Basch). On the other hand, Molina’s research,

being a case study, has its constraints because it only focuses on students who have ADHD in an

after-school setting. Additionally, Molina’s case study is a pilot study with a methodology that

has not been conducted before. Molina and her fellow scholars make an important note that

much more case studies must be done to gather evidence to make their findings more concrete

(Molina et al.).

Childhood Vaccines are One of the Great Triumphs of Modern Medicine

A vaccine is a treatment that is meant to help aid the human body in being stronger

against a specific infection. In other words, vaccines help the human body fend off infections

that everyone is exposed to on the regular basis. Vaccines are taken at all ages, and boosters may
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be needed as a person gets older. More importantly though, and in this case, vaccines are

essential for a child’s health and immunization which correlates heavily to academic and social

achievement in school. As stated before, children are at the most vulnerable stage of their lives

because they are, for the first time, experiencing the start of the educational part of their life

journeys. They are developing for what they will become in the future (Basch 651). Additionally,

regardless of how exceptional a school is that a child is attending, if they are not motivated to

learn, due to being not being in an unhealthy state, then they already are put at a disadvantage in

their studies (Basch; Kuo et al.). Vaccines, like medicine, are not easily accessible for those who

have poor socioeconomic status, or low family income. This lack of access to an essential

requirement to have a healthy childhood can result in a child to suffer serious consequences that

can constraint their chance of having a successful future.

Dowd and Middleman have conducted similar studies that among urban minority youth

in the United States focus on immunization, or vaccination, among children and how essential it

is to prevent the spread of disease and infections in the educational setting. Both scholars, along

with their colleagues, are in agreement that there is a direct correlation between socioeconomic

status and the immunization or health of the children studied. Dowd, through her study, provides

a broader understanding of vaccines and how there is a relationship between access and

socioeconomic status while Middleman provides a study that parents with lower-income from

urban areas are more willing to allow their children to be immunized through school-based

programs (Dowd et al.; Middleman and Tung). In fact, it is claimed that there is a burden

associated with infection and health disparities among children, which negatively affects their

academic and social achievement in school (Dowd et al.). Additionally, there is trust that parents

have on the administration of vaccines given through school-based programs. This is important
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to note because the parents have this stance mainly due to the fact that they have their child

enrolled in other school-based programs that allow them to build that that level of trust to allow

the immunization of their child through these programs (Middleman and Tung). Data and

evidence found that vaccines prevent infections of children compared to those that are not

immunized fully. Ultimately, vaccines, by both scholars, were concluded to be an essential part

of a child’s health. Similar to medicine, without vaccines due to poor income, a child would be

put at a serious disadvantage in the academic and social setting when they are compared to those

who are immunized properly (Dowd et al.; Middleman and Tung).

Although Dowd and Middleman conducted studies that were meant to prove that

vaccines are an important aspect of children’s health and that there is a direct correlation to

academic and social performance in school, they have contrasting aspects in their research.

Dowd, along with her colleagues, acknowledge that their study is a pilot experiment, in which

data was collected through the gathering and analyses of the National Health and Nutrition

Examination Surveys, meant to examine the relationship between the burden of chronic

infections and socioeconomic status in United States children (Dowd et al.). This contrasts from

Middleman’s research since her research and gathering of data was conducted through a

questionnaire (Middleman and Tung). Questionnaires can be difficult to assess and have credible

data since participants in the study can be inaccurate in their answers, either intentionally or

unintentionally. To make the findings of both scholars more concrete that access and the full

administration of vaccines have a direct correlation to the improvement of academic and social

achievement among children, more studies of the similar methodologies must be conducted.
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The Huge Influence Parents Have in the Access of Preventative Care for their Children

Parents are the reason why their children are welcomed into the world. They are the main

influencers and guides in the youth development of a child in hopes to lead them on the path to

success. Parents are the main authorities of their children and are the deciding factors whether or

not they decide the physiological and mental care that their child may require. Children are at the

most susceptible stage of their life and their lives are basically molded by their guardians that

they will live for the rest of their lives (Kuo et al.). This is most true when children from low-

income families are taken into consideration because their socioeconomic status determines

many aspects of their early life, such as where they reside, their lifestyle, their responsibilities,

and more importantly, in this case, their health. Children of low socioeconomic status from urban

areas usually result in health care needs not being met due to lack of adequate health care

insurance (Kuo et al.). Children who lack preventative care due to the conditions that the parents

provide to them can have a significant impact to their academic and social achievement in the

educational setting.

Pati and Shah have conducted similar studies among urban minority youth in the United

States who are experiencing disadvantages to their social and academic achievement in the

educational setting due to the lack of preventative care that their parents are providing them.

Both scholars, along with their colleagues, are in agreement that there is a direct correlation

between parenting allowance of preventative care and their child’s performance in school (Pati et

al.; Shah et al.). Pati, through her study, provides a general understanding of preventative care

through the proposal of a parent-based prediction tool. This prediction tool is meant to be shared

with other parents in hopes to have early identification of young children at risk for poor

academic achievement (Pati et al.). Shah complements and supplements Pati’s findings for she
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provides a specific study that focuses on parent-child interactions, which can be viewed as the

bonding treatment between a parent and their child, and how proper nurturing by parents of their

children has associated benefits for the child which can ultimately help them perform well,

social, in the school setting (Shah et al.). Furthermore, behavior intervention from parental

figures along with medication can yield significantly promising results (Basch 647). Data and

evidence found that preventative care through the allowance of medicine, immunization, and

physical and behavioral interactions by the parents is proven to be beneficial to the children who

experience proper preventative care. Ultimately, the research from both scholars, confidently

reasoned that the proper preventative care administered by educated parental figures to their

children resulted in the improvement of motivation in school, which enhances their academic and

social achievement in school when compared to children who are left neglected and receiving

improper care. (Pati et al.; Shah et al.).

Although both Pati and Shah managed similar studies that were meant to prove the

importance of preventative care from the parental figures to their children, they have contrasting

aspects in their research. Pati conducts a traditional methodology of gathering data through

research that has been conducted in the past while Shah has a methodology of a case study. (Pati

et al.; Shah et al.). Although both studies can complement each other, they can both be different

in areas of study due to the time and location of the research being distant. Additionally, Shah’s

research was a pilot study which requires more case studies to be done to solidify her and her

colleagues’ findings (Shah et al.). Last, Pati’s research was meant to create a tool to assist

parents, while Shah’s research was meant to be more direct with the parents to enhance their

parenting practices. The contrast in utilization of the research can also yield distinguishable data.

(Pati et al.; Shah et al.).

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Conclusions and a Call for Additional Research

At this point in time, the evidence analyzed through research and practices, supports the

convenience, practicality, and benefits that medicine, vaccines, and access to preventative care

through the allowance of parents have on children. Ultimately, these three aspects of a healthy

routine of physical and mental health maintained by children improve their youth development

and therefore also improve their academic and social achievement in an educational setting. The

findings strongly suggest that healthier students are not put at a disadvantage in terms of physical

and mental wellness. As a result, these students have the motivation and energy to indeed

become better learners.

The evidence and data found in this review demonstrate the limitations and constraints

that this field of research encompasses. Although the studies are all advocates for medicine,

vaccines, and acceptable preventative care for the children to perform well in school,

supplementary research must be done to consider additional aspects and conditions that could

possibly have direct positive or negative effects on a child’s physical and mental health.

Moreover, due to the vastness of the possible expanded research that can be done on the relation

to the literature reviewed, extended research must be conducted to establish and validate the

justifications of the inquiry of discussion.

As stated, further research is necessary. This is due to the significant flaws and gaps in

the literature reviewed. One gap in the research collected is the fact that a considerable portion of

the sources selected are based on pilot studies. Pilot studies are important initiators for further

research, but they are still considered new methodologies that have more flaws and less support

than studies that have been conducted numerous times before. The main constraints to pilot

studies are money and time allotted to conduct the research in an effective manner. Another gap
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in the research is that only a couple sources have a direct association to after-school programs,

which is a main point that is wished to be accounted for, but was lacking in evidence and data,

conclusively not allowing the inclusion of after-school programs in the stated claim that healthier

students are better learners (Basch; Molina et al.; Middleman et al.; Kuo et al.). The next gap in

the research collected was that sources collected for the main theme of medicine have the

limitation of only focusing on ADHD. Although ADHD is still a good example for it affects

many children’s academic and social performance, it would be beneficial to see more studies

conducted with a broader scope of diseases and how medicine helps the treatment and prevention

of infection and sickness. The last gap in the research collected was that the few sources that

focused on preventative care, gave more attention to the parent’s influence on their child’s

health, rather than the child benefiting from their own actions themselves. Although I have

adapted to utilize these sources since parental figures are indeed important in the development

and well-being of children, there is missing information on how the routines conducted by the

children themselves, with a common goal of staying healthy, benefit their school performance.

Conclusively, future studies, can be conducted to build more credibility in the stated

claim. Prospective research includes repetitive research of pilot studies that covers broader

demographics of urban minority youth, more focus on children’s health in after-school programs,

broader studies in the benefits of medicine to children, and complementary evaluations of

parental preventative care that children practice with a common goal of staying healthy. These

suggestions of subsequent studies have the opportunity to address these significant flaws and

close the gaps in this field of work and existing knowledge to reinforce the outcome that students

who possess wellness in physical and mental health have more successful academic and social

achievement.
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Works Cited

Basch, Charles E. "Healthier Students are Better Learners: High‐Quality, Strategically Planned,

and Effectively Coordinated School Health Programs must be a Fundamental Mission of

Schools to Help Close the Achievement Gap." Journal of School Health, vol. 81, no. 10,

2011, pp. 650-662. (Wayne State Libraries – Wiley Online Library Database)

----- "Inattention and Hyperactivity and the Achievement Gap among Urban Minority Youth."

Journal of School Health, vol. 81, no. 10, 2011, pp. 641-649

(Wayne State Libraries – Wiley Online Library Database)

Dowd, Jennifer B., Anna Zajacova, and Allison Aiello. "Early Origins of Health Disparities:

Burden of Infection, Health, and Socioeconomic Status in U.S. Children." Social Science

& Medicine, vol. 68, no. 4, 2009, pp. 699-707.

(Wayne State Libraries – ScienceDirect Library Database)

Kuo, Alice A,M.D., PhD., et al. "Primary Care Pediatrics and Public Health: Meeting the Needs

of Today's Children." American Journal of Public Health, vol. 102, no. 12, 2012, pp.

E17-E23. ProQuest,

http://search.proquest.com.proxy.lib.wayne.edu/docview/1265601819?accountid=14925.

(Wayne State Libraries – ProQuest Library Database)

Middleman, Amy B., M.D., M.S.Ed., M.P.H., and Jessica S. Tung J.D. "Urban Middle School

Parent Perspectives: The Vaccines they are Willing to have their Children Receive using

School-Based Immunization Programs." Journal of Adolescent Health, vol. 47, no. 3,

2010, pp. 249-253. (Wayne State Libraries – ScienceDirect Library Database)

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Molina, Brooke S. G., et al. "Feasibility and Preliminary Efficacy of an After-School Program

for Middle Schoolers with ADHD: A Randomized Trial in a Large Public Middle

School." Journal of Attention Disorders, vol. 12, no. 3, 2008, pp. 207-217.

(Wayne State Libraries – SAGE Journals Database)

Pati, Susmita, et al. "Early Identification of Young Children at Risk for Poor Academic

Achievement: Preliminary Development of a Parent-Report Prediction Tool." BMC

Health Services Research, vol. 11, no. 1, 2011, pp. 197-197.

(Wayne State Libraries – BioMed Central Database)

Shah, Reshma, et al. "Sit Down and Play: A Preventive Primary Care-Based Program to Enhance

Parenting Practices." Journal of Child and Family Studies, vol. 26, no. 2, 2017, pp. 540-

547. (Wayne State Libraries – ProQuest Library Database)