4.1 Article

Association between pre-treatment IQ and educational achievement after gender-affirming treatment including puberty suppression in transgender adolescents

期刊

CLINICAL CHILD PSYCHOLOGY AND PSYCHIATRY
卷 27, 期 4, 页码 1069-1076

出版社

SAGE PUBLICATIONS INC
DOI: 10.1177/13591045221091652

关键词

Gender dysphoria; gender incongruence; transgender adolescents; puberty suppression; gender-affirming medical treatment; intelligence; educational achievement

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This study aimed to examine the association between pre-treatment intelligence and educational achievement after gender-affirming treatment including puberty suppression in transgender adolescents. The results showed a positive association between pre-treatment IQ and educational achievement post-treatment, similar to the general population.
Background: Concerns exist regarding effects of puberty suppression on neurodevelopment. Intelligence is strongly correlated with educational achievement in the general population. This study aimed to examine the association between pre-treatment intelligence and educational achievement after gender-affirming treatment including puberty suppression in transgender adolescents to contribute to the emerging understanding of the effect that gender-affirming treatment including puberty suppression may have on cognitive development. Methods: IQ was measured in 72 adolescents (45 trans boys, 27 trans girls) at clinical entry (mean age 12.78 years), educational achievement was evaluated after gender-affirming treatment (mean age 20.40 years). Results: IQ pre-treatment and educational achievement post-treatment were positively associated (Nagelkerke R = 0.71). Discussion: The association between IQ pre-treatment and educational achievement post-treatment in transgender adolescents who received gender-affirming medical treatment including puberty suppression appears to be similar to the general population. This may reflect that gender-affirming medical treatment including puberty suppression does not negatively affect the association between IQ and educational achievement.

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