Sociodemographic risk factors to intellectual and academic functioning in children with diabetes

The present study examined the independent and joint contributions of Ethnicity and SES to intellectual and academic functioning in children with diabetes. Although previous research has documented several disease-related risk factors to cognitive functioning in children with diabetes (e.g., age of onset, severe hypoglycemia), there is little research examining sociodemographic risk factors, such as ethnicity and SES. Subjects were carefully matched for SES level and appropriate ethnic control groups were included. Black children with diabetes had poorer math and reading skills and more limited factual knowledge than Black controls and White children with diabetes. Intelligence served as a moderator of reading problems, but not math problems, which were related more to disease-related factors. These findings indicate that Black children with diabetes, regardless of social class, are at greater risk for intellectual deficits and learning problems than either White children with diabetes or children without diabetes.