Factors associated with academic performance in children living with epilepsy followed in a pediatric referral hospital in Cameroon

Abstract

Background: Epilepsy is a chronic neurological condition affecting children's neurocognitive development and academic performance. This study aimed to describe academic performances of children with epilepsy and identify their determinants in Douala, Cameroon.

Materials and Methods: This cross-sectional analytical study (November 2024-April 2025) included 102 school-enrolled children aged 6 to 15 years with confirmed epilepsy diagnoses. Data collection involved structured questionnaires administered to parents/guardians, clinical examinations by a pediatric neurologist, and medical record reviews. Academic performance was assessed using last trimester grades, with good academic performance, defined as a grade ≥10/20. Statistical analysis employed chi-square tests, Fisher's exact tests, and logistic regression. The significance threshold was set for p < 0.05.

Results: Among 102 participants, average age at diagnosis was 55.5± 36.6 months, with slight female predominance (52.9%). Idiopathic epilepsy was most common (60.8%). Poor academic performance occurred in 32.4% of children, while 38.2% had repeated a grade. Factors associated with good academic performance included idiopathic epilepsy (aOR = 13.241, 95% CI [2.393-73.266]), age over 5 years at diagnosis (aOR = 1.862, 95% CI [0.581-5.974]), and after-school academic support (aOR = 4.395, 95% CI [1.554-12.426]). High seizure frequency was associated with poor academic performance (aOR = 0.293, 95% CI [0.105-0.822]).

Conclusion: This study revealed a strong association between epilepsy and reduced academic achievement in children. Findings highlight the need for comprehensive management strategies including early screening and intervention for learning challenges to minimize epilepsy's impact on educational progress.