Observational studyDemography2025
How Does the Risk of Dementia Change With Each Additional Year of Education?
Observational study in Demography, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Is social connection the key to prevention? Educational attainment, incident dementia, and the role of later-life social engagement.Innovation in aging · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
The risk of dementia is considerably lower among persons with a high educational attainment level than among less educated persons. This association has been documented across countries, cohorts, and populations. However, several questions remain unanswered. What is the rate of decline in dementia risk associated with additional education? Does the rate of decline with additional education differ across the education distribution? Are there key points in the education distribution that demark changes in the association, such as completing high school? Using the 2000-2018 Health and Retirement Study, we use a functional form approach to evaluate how dementia risk changes with each year of education among non-Hispanic White and Black older adults. We observe a linear decline in dementia incidence with increasing years of educational attainment, both before and after 12 years of education. This pattern is consistent across population subgroups. Additionally, dementia risk displays a step-change decline at 12 years of education, but this reduction is observed primarily among men and White adults. These findings underscore the significance of educational exposure in understanding population differences in dementia risk and future changes in the burden of dementia in the population.
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Registered trials
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