Gender differences in trace element exposures with cognitive abilities of school-aged children: a cohort study in Wujiang city, China

Trace elements persist in the environment, and their early exposure may adversely affect children's intellectual development. To clarify the influence of blood trace element levels in newborns and school-aged children, we used Wechsler Intelligence Scale for children (WISC-CR) to explore intellectual development level of 148 school-aged children based on a population cohort study. Lead (Pb), selenium (Se), arsenic (As), copper (Cu), manganese (Mn) and chromium (Cr) in cord blood and Pb, As, Cu in venous blood were determined by inductively coupled plasma mass spectrometry (ICP-MS) and atomic absorption spectrometer (AAS). Our analysis of the correlation between children's mental development and trace element content found children's cognitive abilities negatively correlate with Pb (PIQ: beta=-0.109, P=0.03737) and Cu (PIQ: beta=-0.031, P=0.04431; FISQ: beta=-0.031, P=0.02137) levels in cord blood. Prenatal low-level As exposure may negatively affect girls' performance intelligence quotient (PIQ) and verbal intelligence quotient (VIQ). There were differences in Se levels in cord blood and venous blood between boys and girls (P=0.010; P=0.073). High Se levels were associated with a lower VIQ in boys and a higher VIQ in girls. Prenatal exposure to Pb, As and Cu may weaken children's cognitive abilities at school age. Se exposure may have opposite effects on cognitive abilities affected by dose and gender.

Automated summary

This study explored the influence of trace element levels on the intellectual development of school-aged children. The results showed a negative correlation between lead (Pb) and copper (Cu) levels in cord blood and children's cognitive abilities. Prenatal low-level exposure to arsenic (As) was found to adversely affect girls' intelligence quotient. Additionally, differences in selenium (Se) levels in blood were observed between boys and girls, with high Se levels associated with different effects on cognitive abilities based on gender.