Black Michelle, Barnes Amy, Strong Mark, Taylor-Robinson David
School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield, S1 4DA, UK.
Public Health, Policy and Systems, Institute of Population Health, University of Liverpool, Liverpool, L69 3GL, UK.
Syst Rev. 2021 May 7;10(1):142. doi: 10.1186/s13643-021-01694-6.
Reducing child health inequalities is a global health priority and evidence suggests that optimal development of knowledge, skills and attributes in early childhood could reduce health risks across the life course. Despite a strong policy rhetoric on giving children the 'best start in life', socioeconomic inequalities in children's development when they start school persist. So too do inequalities in child and adolescent health. These in turn influence health inequalities in adulthood. Understanding how developmental processes affect health in the context of socioeconomic factors as children age could inform a holistic policy approach to health and development from childhood through to adolescence. However, the relationship between child development and early adolescent health consequences is poorly understood. Therefore the aim of this review is to summarise evidence on the associations between child development at primary school starting age (3-7 years) and subsequent health in adolescence (8-15 years) and the factors that mediate or moderate this relationship.
A participatory systematic review method will be used. The search strategy will include; searches of electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) from November 1990 onwards, grey literature, reference searches and discussions with stakeholders. Articles will be screened using inclusion and exclusion criteria at title and abstract level, and at full article level. Observational, intervention and review studies reporting a measure of child development at the age of starting school and health outcomes in early adolescence, from a member country of the Organisation for Economic Co-operation and Development, will be included. The primary outcome will be health and wellbeing outcomes (such as weight, mental health, socio-emotional behaviour, dietary habits). Secondary outcomes will include educational outcomes. Studies will be assessed for quality using appropriate tools. A conceptual model, produced with stakeholders at the outset of the study, will act as a framework for extracting and analysing evidence. The model will be refined through analysis of the included literature. Narrative synthesis will be used to generate findings and produce a diagram of the relationship between child development and adolescent health.
The review will elucidate how children's development at the age of starting school is related to subsequent health outcomes in contexts of socioeconomic inequality. This will inform ways to intervene to improve health and reduce health inequality in adolescents. The findings will generate knowledge of cross-sector relevance for health and education and promote inter-sectoral coherence in addressing health inequalities throughout childhood.
This systematic review protocol has been registered with PROSPERO CRD42020210011 .
减少儿童健康不平等是全球卫生工作的重点，有证据表明，儿童早期知识、技能和特质的最佳发展可以降低一生的健康风险。尽管在政策上大力宣扬要让儿童“拥有人生最好的开端”，但儿童入学时在发展方面的社会经济不平等现象依然存在。儿童和青少年健康方面的不平等也是如此。这些不平等反过来又会影响成年后的健康不平等。了解随着儿童年龄增长，发展过程在社会经济因素背景下如何影响健康，有助于制定从童年到青少年阶段关于健康与发展的整体政策方针。然而，人们对儿童发展与青少年早期健康后果之间的关系了解甚少。因此，本综述的目的是总结关于小学入学年龄（3至7岁）儿童发展与随后青少年期（8至15岁）健康之间的关联以及调节或缓和这种关系的因素的证据。
将采用参与式系统综述方法。检索策略将包括：检索1990年11月起的电子数据库（MEDLINE、PsycINFO、ASSIA和ERIC）、灰色文献、参考文献检索以及与利益相关者的讨论。将在标题和摘要层面以及全文层面使用纳入和排除标准对文章进行筛选。将纳入来自经济合作与发展组织成员国的观察性、干预性和综述性研究，这些研究报告了儿童入学年龄时的发展测量指标以及青少年早期的健康结果。主要结果将是健康和幸福结果（如体重、心理健康、社会情感行为、饮食习惯）。次要结果将包括教育成果。将使用适当工具评估研究质量。在研究开始时与利益相关者共同制定的概念模型将作为提取和分析证据的框架。该模型将通过对纳入文献的分析进行完善。将使用叙事性综述来得出研究结果，并绘制儿童发展与青少年健康之间关系的图表。
本综述将阐明在社会经济不平等背景下，儿童入学时的发展如何与随后的健康结果相关。这将为干预措施提供依据，以改善青少年健康并减少健康不平等。研究结果将产生与健康和教育跨部门相关性的知识，并促进在解决整个童年期健康不平等问题上的部门间协调一致。
本系统综述方案已在PROSPERO注册，注册号为CRD42020210011 。
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