As spring brings higher pollen levels, new research indicates that students may see a decline in their performance during critical exams. A study published in the Journal of Epidemiology and Community Health analyzed data from over 92,000 Finnish students who took the national high school matriculation examination between 2006 and 2020. The research focused on how exposure to alder and hazel pollen during exam periods affected scores.
The researchers collected daily pollen counts for these tree species, which are prevalent during Finland's spring exam season. Weather conditions and air pollution data were also included in the analysis. Using a student-semester fixed-effects regression model, they examined the relationship between ambient pollen concentrations and exam results.
Results showed that an increase of 10 pollen grains per cubic meter was linked to a small but measurable reduction in exam scores. Specifically, every 10-grain increase in alder and hazel pollen corresponded to decreases of 0.0034 and 0.0144 standard deviations, or about 0.042 and 0.17 points on the exams. Adjusting for weather factors made the association slightly stronger.
A more pronounced effect was found among female students exposed to higher alder pollen levels, with scores dropping by 0.0053 standard deviations (0.0652 points) per additional 10 grains. Among male students, a similar trend appeared but was not statistically significant.
Mathematics-related subjects were most affected by increased pollen exposure. For mathematics exams, each 10-grain rise in alder or hazel pollen resulted in reductions of up to 0.0118 and 0.0328 standard deviations respectively.
Further analysis categorized pollen exposure as low, moderate, or abundant. At low concentrations, overall and mathematics scores dropped by up to 2.066 points for mathematics and 0.738 points across all subjects due to alder pollen; hazel pollen led to smaller declines. At very high concentrations—over 100 grains per cubic meter—the effect intensified, with mathematics scores falling by over five points.
Pollen data came from regional monitoring stations rather than individual schools or students, representing broader area averages instead of personal exposure levels. The study did not account for whether individual students had allergies.
Researchers conducted additional tests using pollen counts after exam dates; these showed no link with exam performance, supporting the conclusion that only exposure during exams mattered.
Previous studies have suggested similar links between lower school performance and high-pollen days among primary school children.
"Future research should examine whether students with pollen allergy experience a greater decrease in examination scores than those without it," stated the authors of the study. "If so, pollen exposure can affect the future of students with pollen allergy who are undertaking important examinations."
They also noted: "The study suggests that pollen exposure is associated with lower examination scores at matriculation, potentially affecting future opportunities." The researchers recommended increased awareness about managing allergy symptoms during exam periods to help reduce potential impacts on academic outcomes.
