Cognitive Neuroimaging Studies on Poverty and Socioeconomic Status Differences in Children and Families across the World: Translational Insights for Next Decade’s Policy, Health, and Education

Abstract

This systematic review and meta-analysis of global peer-reviewed neuroimaging findings preliminarily assessed the magnitude of effect sizes (ES) of the influences of family poverty/low socioeconomic status (SES) on children’s neurocognition and whether these were consistently detrimental. The literature search (Web of Science; PUBMED; MEDLINE: PSYCNET; GOOGLE SCHOLAR; SCIENCEDIRECT) included 66 studies from 1988 to 2022; 85% of the studies included were conducted in Western, high-income nations. Bayesian models, corrected by study sizes and variances, revealed ESs were heterogeneous across countries and measurements. Bayesian and standard hypothesis testing indicated high and low SES groups showed similar behavioral performances in neuroimaging-concurrent tasks. Except for Magnetic Resonance Imaging studies, ESs were small-to-intermediate with modest reliability. The strongest ESs were found for attention, mathematical performance, language, and cortical volume, followed by intermediate ESs for reading and socioemotional processes. Differentials in resting activity and connectivity, working memory, and executive functions yielded small effects. A bibliometric analysis showed a significant proportion of the literature attributed neurocognitive deficits to low SES, despite overlooking the under-representativity of non-Western and low-income countries, potential influences of racial/ethnic differences, and measurement sensitivity/specificity discrepancies. To reach United Nations Sustainable Development Goals, policies and interventions should consider regional, structural, or environmental ecologies beyond the individual, critically probing implicit deficit attributions.