Estudio sobre prevalência del fracaso escolar, definido como repetir uno o más cursos, en adolescentes y factores sociosanitarios asociados.

Estudio transversal prospectivo de una cohorte de adolescentes de 14 años de edad de 5 centros de salud, mediante recogida de datos (antecedentes médicos, socio-familiares y antropométricos) por los pediatras y realización de un cuestionario autocumplimentado sobre rendimiento escolar, autopercepción de salud, actividad física, empleo de tiempo libre, relaciones familiares y sociales, consumo de tóxicos y autoestima.

Del total de 287 adolescentes, tres fueron excluidos por retraso mental. Participaron 284 (135 mujeres y 149 varones) de los que 48 (16,9%) presentaron fracaso escolar. No hubo diferencias significativas por sexos (18,1 % varones frente a 15,55% mujeres) aumentando conforme aumenta el número de hermanos (p = 0,003). Se presenta más en clases sociales desfavorecidas (clases I-II-III, 6 %; clase IV, 15,9%; clase V, 33,3%; p = 0,019) y en familias con factores de riesgo psicosocial (48,4% frente a 12,7%; p < 0,0001). Los adolescentes con fracaso escolar practican menos deporte (50% frente a 60,6%; p = 0,03), leen menos (8,3% frente a 27,1 %; p = 0,005) y ven más televisión en días laborables (2,4 h/día frente a 1,6; p = 0,033). Las niñas con fracaso escolar tienen menos conocimiento sobre prevención de embarazo (71,4% frente a 95,6%; p = 0,0002) y sobre transmisión sexual de enfermedades (71,4% frente a 93 %; p = 0,003). Los adolescentes con fracaso escolar prueban antes el tabaco (39,6% frente a 20,8%; p = 0,0053) pero no hay diferencias en cuanto al consumo habitual.

El fracaso escolar es un problema frecuente que precisa atención pediátrica por su influencia en la salud global del adolescente y su relación con factores de riesgo, como menor información sobre prevención de embarazo y enfermedades de transmisión sexual, mayor sedentarismo e inicio más temprano del contacto con el tabaco.

To determine the prevalence of learning disorders, defined as repeating a year, in adolescents and associated social and health risk factors.

A prospective cross-sectional study of a cohort of 14-year-olds was performed. Data (medical, social and family history and anthropometric data) were collected by pediatricians and a self-administered questionnaire on school progress, health-related self-image, physical activity, leisure-time activities, family and social relationships, drug and alcohol consumption, and self-esteem was given to the adolescents.

Of 287 adolescents, three were excluded because of mental deficiency. Of the 284 adolescents included in the study (135 girls and 149 boys), 48 (16.9%) had learning disorders. No significant differences were found between sexes (18.1 % in boys vs. 15.55% in girls). Learning disorders increased with the number of siblings (p = 0.003). The prevalence was greater in the lower social classes (classes I, II, III: 6%; class IV: 15.9%; class V: 33%; p = 0.019) and in families with psychosocial risk factors (48.4% vs. 12.7%; p > 0.0001). Adolescents with learning disorders participated less in sports (50 % vs. 60.6 %;p = 0.03), read less frequently (8.3% vs. 27.1%; p = 0.005) and watched more TV on working days (2.4 hours/day vs. 1.6 hours/day; p = 0.033). Girls with learning disorders were less aware of contraceptive methods (71.4% vs. 95.6%; p = 0.0002) and of sexually transmitted diseases (71.4% vs. 93 %; p = 0.003). Adolescents with learning disorders started smoking earlier (39.6% vs. 20.8%, p = 0.0053) but no differences were found in regular smoking.

Learning disorders constitute a common problem requiring pediatric care due to their influence on adolescents’ overall health and their relationship with risk factors such as lower awareness of birth control and sexually transmitted diseases, greater sedentariness, and earlier initiation of smoking.