Does air pollution at school differently affect memory and language in girls and boys?
Children exposed to air pollution at school may experience impaired cognitive abilities, with notable differences between girls and boys. Recent research conducted with 286 preschool-aged children reveals that certain pollutants in ambient air are associated with poorer working memory and verbal comprehension performance.
Suspended particles, especially the coarser ones and those smaller than 10 micrometers, appear to play a key role. In boys, increased exposure to these particles is linked to a more pronounced decline in working memory, an essential skill for retaining and manipulating information over short periods. This ability is fundamental for learning, problem-solving, and behavioral control. Coarse particles, often from road dust or construction sites, may enter the respiratory tract and trigger inflammatory reactions. These reactions could disrupt brain development by affecting processes such as the formation of connections between neurons or the production of myelin, a substance that protects nerves.
In girls, the impact of pollution manifests differently. The study suggests that exposure to a mixture of pollutants is more associated with a decrease in verbal comprehension. This result is particularly concerning because language and communication are pillars of social and academic development. Girls, who generally develop these skills earlier than boys, may be more sensitive to the harmful effects of fine particles and ozone on brain areas dedicated to language.
Researchers analyzed several common pollutants in urban environments, such as nitrogen dioxide, ozone, and different particle sizes. Rather than studying them in isolation, they assessed their combined effect, reflecting real-world exposure where pollutants coexist and interact. This approach highlighted that coarse particles contribute most to the negative effects observed on working memory, while other pollutants such as fine particles and ozone more strongly influence verbal comprehension in girls.
These sex differences could be explained by biological particularities. Hormones, defense mechanisms against toxins, and brain maturation do not follow the same rhythms in girls and boys. For example, girls may be more vulnerable to endocrine disruptions caused by certain pollutants, while boys may react more strongly to inflammation caused by particles.
The study also emphasizes that schools, where children spend much of their day, are crucial places to limit exposure to pollution. Reducing vehicle emissions, improving air quality around schools, and promoting green spaces could mitigate these effects. Working memory and language are foundations for future learning, and their early impairment can have lasting consequences on educational success and psychological well-being.
These findings highlight the importance of viewing pollution not just as an environmental issue, but as a major public health challenge for future generations. They also call for prevention strategies to be adapted to account for sex-specific differences, in order to best protect the cognitive development of all children.
Our References
Original Reference
DOI: https://doi.org/10.1007/s00431-026-06841-6
Title: Air pollution mixtures and cognitive outcomes in children: associations with school-age exposure and sex differences
Journal: European Journal of Pediatrics
Publisher: Springer Science and Business Media LLC
Authors: Xiruo Kou; Josefa Canals; Victoria Arija