Neurocognitive Implications and Emotions in Children with Diabetes Mellitus

Abstract Objective Type 1 diabetes (T1D) is chronic disease marked by insufficient insulin and can cause deficits in the brain that may affect cognitive function. A large amount of research has demonstrated that diabetes, along with its microvascular complications and management with insulin and other medications can cause mild to moderately severe neurocognitive dysfunctions due to structural and functional changes in the central nervous system, including myelination and the formation of synaptic networks. Insulin, whether administered daily or continuously via an insulin pump, is a partial solution to the body’s innate lack of insulin production. Method We examined how 80 children with T1D in the outpatient’s clinic of a university hospital in Thessaloniki (Mean age: 7, SD: 4.82) performed in a variety of neuropsychological tests and questionnaires assessing emotions and compared them with normative data. Results While no statistically significant differences were observed between the groups in any of the neuropsychological tests, the results showed a statistically significant improvement in emotional performance. Children performance in emotional domain increased (p 0.000). Discussion: The results showed a statistically significant improvement in emotional performance with children’s performance in emotional domain increased. Neurocognitive problems in children with diabetes mellitus might include issues with executive functioning, memory, and attention, particularly when there is inadequate glycemic control later at life. Conclusion When compared to other patients, children with T1D performed noticeably better across emotional domains. Emotional function can be shown to improve with rehabilitation programs, and this improvement can alter how the brain functions. Monitoring and early assistance are essential.