Cognitive performance and associated factors among primary school children in artisanal and small-scale gold mining communities in northwestern Tanzania

• Published in: Public Health and Toxicology
• Main Authors: Joel L. Maduhu, Elias C. Nyanza, Theresia Maduka, Neema Kayange
• Format: Article
• Language: English
• Published: European Publishing 2024-03-01
• Subjects: memory; environmental exposure; cognitive performance; neurocognitive development; teachers’ availability; mining communities
• Online Access: https://www.publichealthtoxicology.com/Cognitive-performance-and-associated-factors-among-primary-school-children-in-artisanal,189289,0,2.html

Introduction Cognitive performance deficit remains a major public health problem in developing countries. Emerging evidence from the literature suggests environmental exposure to chemical substances influences neurocognitive development in children. The study determined the prevalence of cognitive deficits and associated factors among primary school children aged 8–12 years in artisanal and small-scale gold mining (ASGM) communities where exposure to toxic chemical elements is common. Methods A cross-sectional school-based study was conducted in areas with and without artisanal and smallscale gold mining in northwestern Tanzania between 2017 and 2018. Primary school children aged 8–12 years were examined for their cognitive ability using the Parent Rating of Everyday Cognitive and Academic Abilities (PRECAA). Linear regression was done to evaluate factors associated with cognitive performance. Results A total of 865 primary school children were recruited from areas with (n=412) and without (n=453) ASGM activities with almost equal distribution of boys and girls (51% vs 49%). Mild deficits in memory, coordination, language, learning, cognitive, and academic performance were 6%, 23%, 26%, 35%, 36.9, and 32%, respectively, were found among the pupils. Number of teachers per school (β=0.08, 95% CI: 0.05–0.11), number of children per school (β= -0.001, 95% CI: -0.0010 – -0.0004), and water availability (β= -0.63, 95% CI: -0.88 – -0.385) were significantly associated with cognitive performance (p<0.0001). Conclusions Cognitive performance deficits among school children in all domains evaluated are a salient yet public health issue in northwestern Tanzania. High memory skills deficits among pupils in ASGM compared to their counterparts in non-ASGM communities call for immediate public health intervention. Reliable sources of water, teacher–children ratio, and children’s nutrition status (measured by body mass index), significantly affected cognitive performance among the pupils. Early screening and educational intervention that address learning difficulties and cognitive deficits among the affected children are needed.