This study explored the association between children’s vision and their school academic progress as reported by parents/guardians. Participants were 1,612 schoolchildren (722 6-7-year-olds, 890 12-13-year-olds) in randomly selected schools in Ireland. In advance of data collection, parents/guardians reported school performance as (a) much better than classmates (high-performance) (b) about the same as classmates (average-performance) (c) not as well as classmates (low-performance). Measurements included logMAR monocular visual acuities (with spectacles if worn, and pinhole) in the distance (3 m) and near (40 cm); the amplitude of accommodation; stereoacuity, colour vision assessment, and cyclopleged autorefraction.

Controlling for confounders, children presenting with visual impairment (vision poorer than 0.3logMAR (6/12) in the ‘better eye’), amblyopia (‘lazy eye’), uncorrected refractive error (hyperopia ≥+3.50D and astigmatism ≥1.50DC), reduced for age ability to adjust focus from distance to near tasks (accommodation), impaired three-dimensional vision (stereoacuity), and defective colour vision were more likely to report low-performance in school. The majority of low-performing participants (68%) did not have an eye examination within the 12 months before data collection. Children with academic performance challenges ought to have a comprehensive eye examination, to detect potential vision problems for early intervention minimising any negative impact they may have on educational outcomes.

本研究探讨了父母/监护人报告的儿童视力与学校学业进步之间的关系。参与者是爱尔兰随机选择的学校的 1,612 名学童（722 名 6-7 岁儿童，890 名 12-13 岁儿童）。在收集数据之前，家长/监护人报告学校表现 (a) 比同学好得多（高表现） (b) 与同学大致相同（平均表现） (c) 不如同学（低表现）。测量包括距离 (3 m) 和近距离 (40 cm) 的 logMAR 单眼视力（如果戴眼镜，还有针孔）；调节幅度；立体视力、色觉评估和散瞳自折射。

控制混杂因素，有视力障碍的儿童（“更好的眼睛”中视力低于 0.3logMAR (6/12)）、弱视（“懒惰的眼睛”）、未矫正的屈光不正（远视 ≥+3.50D 和散光 ≥1.50DC ），随着年龄的增长，将注意力从远处调整到近距离任务（调节）的能力、三维视觉受损（立体视觉）和色觉缺陷更有可能报告在学校表现不佳。大多数表现不佳的参与者（68%）在数据收集前的 12 个月内没有进行眼科检查。有学业成绩挑战的儿童应该进行全面的眼科检查，以发现潜在的视力问题，以便及早干预，尽量减少他们可能对教育成果产生的任何负面影响。