PEOPLE WHO stay in education for longer appear to be better able to compensate for the effects of dementia on the brain, a study suggests.
The study, conducted by UK and Finnish scientists, found that, while those with more education were as likely to show the signs of dementia in their brains at death as those with less education, they were less likely to have shown symptoms during their lifetime.
Examining the brains of 872 donors, and factoring in information about their education, researchers found that more education made people better able to cope with changes in the brain associated with dementia.
While previous studies on dementia have shown that the more time spent in education, the lower the risk of dementia, the studies were unable to determine whether or not education – which is linked to higher socioeconomic status and healthier lifestyles – actually protects the brain against dementia.
However, this new study shows that people with different levels of education have similar brain pathology at death, but that those with more education are better able to compensate for the effects of dementia.
Author of the research, Dr Hannah Keage of the University of Cambridge, said: “Previous research has shown there isn’t a one-to-one relationship between being diagnosed with dementia during life and changes seen in the brain at death. One person may show lots of pathology in their brain, while another shows very little. Yet both may have had dementia.
“Our study shows education in early life appears to enable some people to cope with a lot of changes in their brain before showing dementia symptoms.”
Dementia affects almost 44,000 people in Ireland; Alzheimer’s disease is its most common form. Estimates suggest that within 20 years the number of people affected in Ireland will double.
Co-author Prof Carol Brayne said the results of the study had extremely important implications for public health.
“Education is known to be good for population health and equity. This study provides strong support for investment in early-life factors, which should have an impact on society.
“This is hugely relevant to policy decisions on the allocation of resources between health and education,” Prof Brayne said.
