Abstract
BackgroundSocioeconomic status (SES) is a robust predictor of cognitive development in children, with lower SES often associated with poorer cognitive outcomes. Cognitive flexibility, a key executive function, is particularly vulnerable. While the direct link is well-established, the underlying biological mechanisms remain less understood. This study investigates the mediating role of stress hormones in the relationship between low SES and cognitive flexibility in school-aged children. MethodsA cross-sectional study was conducted with 350 school-aged children (7-12 years) from diverse socioeconomic backgrounds. SES was assessed using a composite index of parental education, occupation, and household income. Stress hormone levels were measured via salivary cortisol collected at multiple time points throughout the day. Cognitive flexibility was assessed using a standardized task (e.g., Dimensional Change Card Sort). Data were analyzed using regression-based mediation analysis, controlling for age and gender. ResultsLow SES was significantly associated with higher levels of chronic stress hormones (cortisol) and lower cognitive flexibility. The mediation analysis revealed that stress hormone levels significantly mediated the relationship between low SES and cognitive flexibility, accounting for a substantial portion of the total effect. Specifically, children from lower SES backgrounds exhibited elevated cortisol, which in turn predicted reduced performance on cognitive flexibility tasks. ConclusionsThese findings underscore the critical role of physiological stress responses as a pathway through which socioeconomic disadvantage impacts cognitive development. Interventions targeting stress reduction and resilience-building in children from low-SES environments may offer a promising avenue for mitigating cognitive disparities and promoting healthy brain development. Future longitudinal research is needed to confirm causality and explore intervention efficacy.
Keywords
Socioeconomic Status, Cognitive Flexibility, Stress Hormones, School-Aged Children, Mediation, Child Development, Cortisol, Executive Function