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Reevaluating the Role of Education in Cognitive Decline and Brain Aging: Insights from Large-Scale Longitudinal Cohorts across 33 Countries

Fjell, A. M. M.; Rogeberg, O. J.; Amlien, I. K.; Bartres-Faz, D.; Brandmaier, A.; Cattaneo, G.; Duzel, S.; Grydeland, H.; Henson, R. N.; Kuhn, S.; Lindenberger, U.; Lyngstad, T. H.; Mowinckel, A. M.; Nyberg, L.; Pascual-Leone, A.; Sole-Padulles, C.; Sneve, M. H.; Solana, J.; Stromstad, M.; Watne, L. O.; Walhovd, K. B.; Vidal-Pineiro, D.

2025-01-29 neurology
10.1101/2025.01.29.25321305 medRxiv
Show abstract

Why education is linked to higher cognitive function in aging is fiercely debated. Leading theories propose that education reduces brain decline in aging, enhances tolerance to brain pathology, or that it does not affect cognitive decline but rather reflects higher early-life cognitive function. To test these theories, we analyzed 407.356 episodic memory scores from 170.795 participants >50 years, alongside 15.157 brain MRIs from 6.472 participants across 33 Western countries. More education was associated with better memory, larger intracranial volume and slightly larger volume of memory-sensitive brain regions. However, education did not protect against age-related decline or weakened effects of brain decline on cognition. The most parsimonious explanation for the results is that the associations reflect factors present early in life, including propensity of individuals with certain traits to pursue more education. While education has numerous benefits, the notion that it provides protection against cognitive or brain decline is not supported.

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