ArticlePloS one2026
Socioeconomic disparities in children's neurodevelopment before and during primary education: Evidence from Bagamoyo, Tanzania.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundSocioeconomic disparities in children's neurodevelopment constitute a critical yet understudied developmental challenge in low- and middle-income countries (LMICs), yet longitudinal evidence from Sub-Saharan Africa (SSA) remains limited. This study aimed to evaluate the relationship between household wealth and neurocognitive trajectories in a cohort of Tanzanian children aged 6 months to 10 years.
methodsWe randomly selected 590 children aged 6 months to 10 years in Bagamoyo district, a low to moderate-malaria-endemic area in Tanzania. Participants completed comprehensive, age-appropriate neurodevelopmental assessments. The family's socioeconomic status was derived from their household assets. Standardized, age-adjusted neurodevelopmental scores were regressed on socioeconomic status tertiles and by developmental periods: early childhood (6 months-3 years), preschool (4-5 years), and school age (6-10 years).
resultsWhile children from high- and low-Socioeconomic status (SES) families start with similar neurodevelopmental scores, a significant and sustained gap begins to emerge around age 2 years. This divergence results in a substantial disadvantage for children from the poorest households, with scores showing a difference of -0.36 Standard Deviation (SD) (95% CI: -0.64 to -0.08) during the preschool years and -0.41 SD (95% CI: -0.73 to -0.09) at school age.
conclusionOur results suggest that programs targeting the preschool period may be most effective in mitigating disparities in neurodevelopment.
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