Factors associated with better emotional, behavioural and educational outcomes in children with mild intellectual difficulties

Abstract Background Children with mild intellectual difficulties (MID) are at increased risk of poor mental health and functional outcomes compared to typically developing children. Previous research has primarily focused on deficit‐based comparisons. However, substantial heterogeneity exists in this population, ranging from significant impairment to positive adaptation. Our aim was to test predictors of better emotional, behavioural and educational outcomes in children with MID, with a particular interest in potentially modifiable protective factors. Methods Two UK cohorts, the Avon Longitudinal Study of Parents and Children (ALSPAC; N = 6926) and the Millennium Cohort Study (MCS; N = 8814) were used to examine the associations between independent and cumulative individual, family and social factors in childhood and adolescence and emotional, behavioural and educational outcomes at age 16/17 for children with or without MID. We additionally considered a composite measure of positive developmental outcomes capturing good outcomes across these three domains. Results Children with MID (ALSPAC, N = 312 [4.5%] and MCS, N = 364 [4.1%]) as a group experienced fewer protective predictors compared to children without MID. Physical activity, family social advantage, school enjoyment and good peer relations were each associated with better outcomes in both groups. Cumulative counts of childhood and adolescent factors were strongly associated with better adolescent outcomes, with a ten‐fold difference in the probability of positive outcomes among those with the most and least protective predictors amongst children with MID. Conclusion This study underscores the importance of a multi‐faceted approach to supporting children with MID. Further research is required to establish the causal nature of the observed associations, but the findings hold promise for preventative approaches that harness child strengths and build support across family, school and social domains.