biostudies-literatureSchuurmans IKEuropean Research CouncilDutch Research Council (NWO)Ministerie van Volksgezondheid, Welzijn en SportZonMwH2020 Marie Skłodowska-Curie ActionsErasmus Medisch Centrum1837-1847https://www.ebi.ac.uk/biostudies/studies/S-EPMC9796500biostudies-literatureUnknown93(6)Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (β<sub>prenatal</sub> = -0.24; β<sub>postnatal</sub> = -0.28), lower IQ (β<sub>prenatal</sub> = -0.20; β<sub>postnatal</sub> = -0.22), and lower academic achievement (β<sub>prenatal</sub> = -0.31; β<sub>postnatal</sub> = -0.36). Associations were stronger for latent ELSChild developmentThe association of early life stress with IQ-achievement discrepancy in children: A population-based study.PMC9796500707404678543848158de Maat DALuik AICecil CAMIkram MAHillegers MHJSchuurmans IKfalseThe association of early life stress with IQ-achievement discrepancy in children: A population-based study.Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (β<sub>prenatal</sub> = -0.24; β<sub>postnatal</sub> = -0.28), lower IQ (β<sub>prenatal</sub> = -0.20; β<sub>postnatal</sub> = -0.22), and lower academic achievement (β<sub>prenatal</sub> = -0.31; β<sub>postnatal</sub> = -0.36). Associations were stronger for latent ELS2022-01-01T00:00:00Z2022 Nov2025-04-21T15:23:52.146Z2025-04-21T15:23:52.146ZS-EPMC97965003582255510.1111/cdev.13825