Browsing by Author "Claro Larrain, Susana"

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    Premorbid school performance trajectories in patients with treatment-resistant schizophrenia prescribed clozapine in the public health system in Chile: a case-control study, 2007–2020
    (2025) Conejeros Pavez, Jose Daniel Hernan; Blanco Vasquez, Javiera Alejandra; Diaz, Camila; Mena, Cristian; Undurraga, Juan; Gonzalez-Valderrama, Alfonso; Claro Larrain, Susana; Undurraga Fourcade, Eduardo Andres; Crossley, Nicolas A.
    BackgroundThe premorbid phase of treatment-resistant schizophrenia (TRS) may reveal underlying mechanisms and inform early interventions. According to the neurodevelopmental hypothesis, treatment resistance may be linked to pronounced developmental impairments. We examined school grades and attendance trajectories in children who later developed TRS.MethodsThis case-control study analyzed school grade point average and attendance among all individuals born after 1990 and started on clozapine in Chile’s public health system as a proxy for TRS. Control groups included children later diagnosed with treatment-responsive schizophrenia, bipolar disorder, and unaffected classmates. Linear mixed models accounted for individual and school-level confounders.ResultsWe included 1072 children (9929 observations, 29.3% female) subsequently diagnosed with TRS, 323 (2802 observations, 25.7% female) with schizophrenia, 175 (1784 observations, 53.8% female) bipolar disorder, and 273,260 (533,335 observations, 47% female) unaffected classmates. Children who later developed TRS had worse grades across levels than their classmates (−0.26 SD [−0.2, −0.4]), but not treatment-responsive schizophrenia. All severe mental illness groups showed grade declines in later school levels, with TRS showing steeper linear decline than treatment-responsive schizophrenia (group×age of −0.03; 95%CI −0.04, −0.01) and steeper quadratic decline than bipolar disorder (group×age2 of −0.005; −0.01, −0.001). Attendance declined over time in the two groups developing schizophrenia compared to their classmates. Those developing TRS experienced the sharpest drop (group×age compared to schizophrenia −0.03; −0.05, −0.01 and bipolar disorder −0.027; −0.049, −0.006).ConclusionsTRS may stem from a more aggressive pathological process or pronounced late-maturation abnormality, rather than an early premorbid impairment, suggesting an intervention target.
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    Students With Growth Mindset Learn More in School: Evidence From California’s CORE School Districts
    (2024) Claro Larrain, Susana; Loeb, Susanna
    Previous research provides evidence that developing a growth mindset—believing that one’s capabilities can improve—promotes academic achievement. Although this phenomenon has undergone prior study in a representative sample of ninth graders in the United States, it has not been studied in representative samples of other grade levels or with standardized assessment measures of achievement rather than more subjective grades. Using a rich longitudinal data set of more than 200,000 students in Grades 4 through 7 in California who we followed for a year until they were in Grades 5 through 8, this article describes growth mindset gaps across student groups and confirms, at a large scale, the predictive power of growth mindset for achievement gains. We estimate that a student with growth mindset who is in the same school and grade level and has the same background and achievement characteristics as a student with a fixed mindset learns 0.066 SD more annually in English language arts, approximately 18% of the average annual growth or 33 days of learning if we assume learning growth as uniform across the 180 days of the academic year. For mathematics, the corresponding estimates are 0.039 SD, approximately 17% of average annual growth or 31 days of learning.