Psychosocial impact of malocclusion in the school performance. A Hierarchical Analysis.

OBJECTIVE

To identify any association between the psychosocial impact of malocclusion and academic performance in adolescents.

METHODS

Cross-sectional study in a sample of 297 adolescents aged 10 to 14 years old enrolled in public schools. A self-complete questionnaire enquiring about socioeconomic, demographic, and psychological characteristics and the Psychosocial Impact of Dental Aesthetics Questionnaire (PIDAQ) was administered in classrooms. The school provided documents related to School Performance (average grade in the Portuguese subject and absences). A conceptual structure was built, and independent variables were inserted hierarchically into logistic models for school performance (outcome). Independent variables were: Gender, age, caries status (DMFT), orthodontic treatment need (IOTN-DHC), psychological impact (PIDAQ) and school commitment (class absences and missed classes).

RESULTS

Boys (OR = 3.56; 95% CI: 1.54-8.21) with caries experience (OR = 2.77; 95% CI: 1.23-6.23), need for orthodontic treatment (OR = 0.40; 95% CI; 0.18-0.91) and adolescents who reported a psychological impact (OR = 2.70; 95% CI: 1.16-6.30) had worse school performance.

CONCLUSION

Boys with caries and malocclusion experience who reported the psychological impact of the need for orthodontic treatment are more likely to have worse school performance.