Early‐Life Educational Experiences Moderates the Association Later‐Life Glycemic Level and Memory Trajectories in Later‐Life

The current study provides preliminary evidence suggesting that early-life educational quality, particularly in mathematics and literacy, may shape hyperglycemia-related associations with memory aging. Poor educational experiences during formative years may hinder the development of cognitive reserve, exacerbating the adverse cognitive consequences of hyperglycemia. Future studies are needed to establish causal relationships, examine educational experiences beyond high school, and model memory trajectories over a longer follow-up period, to more fully characterize the contribution of early-life educational experiences to cognitive health in later-life.