Numerous studies have shown a clear correlation between a higher level of education and a longer lifespan. People who complete more education tend not only to live longer but also to age more slowly, with a lower mortality rate. Therefore, promoting learning and access to quality education for everyone can have a positive impact on public health.
“People with more schooling live longer.”
This was the headline under which a famous Italian daily newspaper presented the results of analysis by Columbia University researchers, which shows a correlation between education and mortality. They examined data from participants in the longitudinal Framingham Heart Study, which began in 1948 and has spanned three generations.
The research led to the hypothesis that upward educational mobility is associated with a slower pace of biological ageing and increased longevity.
The research group was led by Daniel Belsky, Associate Professor of Epidemiology at Columbia Mailman School and the Ageing Centre. Data from 14,106 participants were analysed in order to test associations of educational mobility (differences in education of children relative to their parents) with pace of ageing and survival. The researchers then analysed the data from a subset of 3,101 participants to calculate the pace of biological ageing and associations with education level and mortality.
The researchers developed and ran the genomic data through a model called the DunedinPACE (Pace of Ageing Computed from the Epigenome) “epigenetic clock”, which is based on analysis of the DNA in white blood cells and considers any signs of methylation.
Testing of association of the pace of biological ageing (measured by DunedinPACE) with educational mobility for the 3,101 participants examined showed that biological ageing was slower in those who completed more schooling, and this in turn was associated with lower mortality.
In percentage terms, 2 years of additional schooling correspond to a 2% to 3% slower pace of ageing, which in turn means a 10% reduction in risk of mortality.
Genetic and social inheritances affect how much education a person completes and consequently also their pace of ageing, so the analysis focused on educational mobility, i.e. differences in the level of education of children compared to their parents. To avoid incorrect interpretations stemming from greater access to economic resources (which translates into greater access to health resources) in people with higher educational attainment, the level of schooling was compared in 2,437 participants with siblings. The results confirmed the hypothesis.
Gloria Graf, a PhD candidate and first author of the study, notes that the findings support the promising prospect that interventions to promote educational attainment will slow the pace of biological ageing, increase quality of life and reduce the risk of death.
Many education reforms that increased the duration of compulsory education have led to greater longevity in the generations concerned: investments in education could potentially have a huge impact on the burden on healthcare systems, but as Belsky underlines, experimental evidence is needed to confirm the findings. Genetic research has shown that a part in longevity can be played by the genetic legacy of people’s parents, which can be behind their academic success.
Engagement in cultural and artistic activities also helps to promote active ageing processes.
A growing number of studies are showing that taking part in artistic activities promotes healthier, more active lifestyles, health literacy, greater use of services and better understanding of health-related matters. These are all factors that contribute to active ageing and consequently to greater longevity.
Watching or taking part in cultural events and activities reduces social isolation, which is a predictor of premature mortality. In addition, it prevents cognitive decline and can play a part in treatment and management of cognitive decline and neurological disorders, providing support both for people with these conditions and their caregivers.
These studies confirm that people are empowered, and their quality of life improves with greater access to artistic/cultural activities and higher levels of education. At the same time, lack of access of this kind leads to social inequality, which is a highly topical issue.
For example, a recent ISTAT report shows that in Italy only 12.8% of young people from families with a low level of education graduate from university, compared to 70% of the children of university graduates. In addition, from the initial results of the Framingham Heart Study it is plain to see that unequal access to education and experiential and learning poverty, which are often correlated with economic and social poverty, translate to health inequalities.
These figures show that it is necessary to reflect on the crucial role in health played by other policies in other fields. Education and culture in general are among the numerous factors encompassed in an increasingly global conception of health.
In conclusion, there is a pressing need to invest in quality education for all, without further delay. Access to high levels of education should not be considered a privilege for a lucky few, but an essential right, just like the right to health.