Glycemic Control Influences on Academic Performance in Youth With Type 1 Diabetes

This study examined how children's and adolescents' with Type 1 diabetes mellitus glucose levels during and prior to academic assessment contributed to performance on reading, writing, and mathematics tasks. Participants had a mean age of 13.69 (SD = 2.10); 44.6% were female and 58.1% reported their ethnicity to be Hispanic, Latino, or Mexican. They wore a continuous glucose monitor for approximately 6 days and completed a neurobehavioral evaluation that consisted of tasks assessing basic reading skills, reading fluency, reading comprehension, math fact fluency, math calculation, spelling, and writing fluency. Results indicated that individuals whose glucose levels were suboptimal (>140 mg/dL) or hyperglycemic (>180 mg/dL) had significantly lower scores on reading fluency (ηp2 = .16) and writing fluency (ηp2 = .28) subtests than those in the target range (70-140 mg/dL). Moreover, more time spent hypoglycemic (