A Study Has Revealed The Biggest Risk Factors For Getting Early Dementia, And Knowledge Is Power
The data analyzed the behaviors of over 350,000 participants younger than 65 across the United Kingdom to evaluate young-onset dementia, which occurs before age 65. The researchers found there are 15 common issues that can contribute to the early development of the condition. A few have to do with genetics and other elements outside our control, but many others are modifiable.
The study is meaningful to experts because it 'looks at young-onset dementia risk factors in a way that has only been done in late-onset dementias previously,' according to Dr. Kevin Bickart, an assistant professor in neurology at the University of California Los Angeles Health's David Geffen School of Medicine. The study features 'a very large sample that was prospectively followed from healthy baseline to a dementia diagnosis with lots of data collection.'
Here's what to know:
The biggest risk factors for young-onset dementia:
Related: "This Has Taken Me Years And Years And YEARS To Figure Out": This Woman's Clever Way To Tell If Someone Is Your Real Friend Is Being Called The Most Accurate Thing Ever
Related: 25 Eye-Opening Confessions From A Trauma Therapist That Changed The Way I Think About Mental Health
The large-scale study looked at 39 possible risk factors and determined that 15 of them made the biggest difference when it came to developing dementia before the age of 65. Those include:
Social isolation
Lower formal education
Lower socioeconomic status
Carrying two copies of the APOE gene (a marker that influences Alzheimer's risk)
Vitamin D deficiency
Hearing impairment
Alcohol use disorder
No alcohol use (abstinence)
Depression
High C-reactive protein levels
Lower handgrip strength (physical frailty)
Orthostatic hypotension (a form of low blood pressure)
Stroke
Diabetes
Heart disease
Although some recognized risks are out of many people's control ― like being a carrier of the APOE gene or your socioeconomic status ― others can be managed through lifestyle changes.
What you can do to lower your risk of early-onset dementia.
Overall, the study results are consistent with what medical experts have been advising patients for years.
Dr. Arman Fesharaki-Zadeh, an assistant professor of psychiatry and of neurology at the Yale School of Medicine, recommended three 'lifestyle measures' that folks may want to consider when trying to lower their risk of young-onset dementia ― starting with physical exercise.
'An active daily exercise practice can have far-reaching benefits, which include enhanced neurocognitive function,' Fesharaki-Zadeh said, adding that physical activity can boost neurogenesis (the formation of new neurons and synapses), vasculogenesis (the creation of new blood vessels) while also providing inherent mood benefits.
Next, focus on eating nourishing foods. Fesharaki-Zadeh championed a Mediterranean-based diet, mentioning its well-documented benefits.
'Such dietary practice, which includes food groups such as green leafy vegetables, olive oil, salmon and blueberries, is rich in vitamins, omega-3 fatty acids, as well as antioxidants ― all neuroprotective factors,' he explained.
Fesharaki-Zadeh recommended cognitive, mood and social stimulation to keep your mind sharp.
For cognitive stimulation, this could look like learning a new language or attending a seminar, listening to music or dancing. Basically, anything that engages your mind will help it stay healthy. Mood stimulation, on the other hand, relates to stress reduction practices, 'such as mindfulness and yoga,' Fesharaki-Zadeh said.
As for social stimulation, it's pretty simple: Try to connect with other humans face-to-face and actually talk to them as much as possible. 'In the era of pandemic and now post-pandemic, quality social connections should increasingly be encouraged and practiced,' Fesharaki-Zadeh said.
While these habits don't cover the whole list of dementia risk factors, they are a pretty solid start.This article originally appeared on HuffPost.
Also in Goodful: Therapists Are Revealing The Moments That Made Them Break Their "No Judgment" Rule, And I'm Honestly Speechless
Also in Goodful: 19 "Garbage" Modern Trends People Refuse To Partake In Despite Their Popularity
Also in Goodful: Medical Professionals Are Sharing "Mundane" Things That Actually Make So Many People Sick
Hashtags

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Yahoo
32 minutes ago
- Yahoo
UK independent space agency scrapped to cut costs
The UK Space Agency will cease to exist as an independent entity to cut the cost of bureaucracy, the government said on Wednesday. It will be absorbed by the Department for Science, Innovation and Technology (DSIT) in April 2026. The government says this will save money, cut duplication and ensure ministerial oversight. But one leading space scientist said the move would lead to disruption in the short term and the UK losing ground to its international competitors over the long run. Dr Simeon Barber of the Open University feared that scrapping UKSA would lead to Britain's space sector "losing focus". "Around the world countries have been recognising the importance of space by setting up national space agencies, and for the government to be scrapping ours seems like a backward step," he said. UKSA was created 2010 in response to the growing importance of the sector to the economy. The development of small spacecraft, satellites and space instrumentation is a field that the UK excels at, thanks in part due to the agency. Its role is to develop the country's space strategy, coordinate research and commercial activities and liaise with international partners. During its tenure UKSA saw a UK astronaut, Tim Peake launched into space to work on the International Space Station and the development of Britain's own capability to launch small satellites and other small payloads into space from Scotland. The space sector generates an estimated £18.6bn a year and employs 55,000 people across the country. The agency, its budget and activities will now be absorbed into DSIT. It follows a commitment from Prime Minister Keir Starmer to reduce costs and cut the number of arms length government bodies, known as quangos (quasi-autonomous non-governmental organisations), starting with the abolition of NHS England announced in March. Space minister Sir Chris Bryant said: "Bringing things in house means we can bring much greater integration and focus to everything we are doing while maintaining the scientific expertise and the immense ambition of the sector." The merger will see the agency become a unit within DSIT, staffed by experts from both organisations and retaining the UKSA name. But supporters of the space agency, such as Dr Barber fear that this will mean a loss of the agency's dynamic, proactive approach which has proved to be so successful for the UK's space science and its space industry. He said there was a danger of moving to more bureaucratic, less incentivised ways of working, which he said were more typical of government departments, and were the reason the agency was created in the first place. "It feels like we're going to get stuck in the mud again," he told BBC News.

Digital Trends
33 minutes ago
- Digital Trends
Research says playing Zelda can make you feel happier in life
Video games are not merely a form of digital recreation and a means to blow off some steam. Fitness games have proved their worth at boosting mental well-being, while some are finding a purpose in addressing phantom limb pain and helping people with mobility issues in their wrists and hands. As per new research, playing an open-world title like Zelda can significantly increase your happiness. What's the latest on Zelda and science? A team of experts from Imperial College in London, Kyushu Sangyo University, and Georgia State University conducted a randomized test involving more than 500 students. The students were asked to play The Legend of Zelda: Breath of the Wild and watch Studio Ghibli films such as My Neighbor Totoro or Kiki's Delivery Service. At the end of the study, students were presented with a questionnaire that sought to gauge their sense of exploration, calm, mastery, skill, purpose, and meaning in life after exploring the well-received open-world adventure. Based on the students' responses, the researchers came to the conclusion that playing the Zelda series game can help cultivate a sense of happiness by inspiring a spirit of wonder and exploration. Here's a notable excerpt from the research paper: Recommended Videos 'Engaging with these archetypal narratives can prompt a sense of mission: players feel they are contributing to a cause bigger than themselves, even if it is within a fictional world. This 'bigger than self' feeling can be deeply meaningful. Furthermore, many players find calm and meditative moments in the game by simply riding through open fields, quietly gathering resources, or watching sunrises atop tall peaks.' Why does this research matter? Games are often seen as a form of distraction, but after conducting their research, the experts note that they are a means of 'active escapism' that revitalizes energy. That, in turn, helped cope with the feeling of stress, anxiety, and burnout in the students who were a part of the study. Andreas B. Eisingerich, co-author of the research paper and a professor at the Imperial College Business School, remarked that engaging with the world of Zelda can 'actively nurture essential human capacities—exploration, tranquility, purpose-finding, and happiness—and, thus, offer valuable pathways to enhance everyday well-being.' Interestingly, experts claim that watching the nostalgia-evoking Studio Ghibli films and also playing The Legend of Zelda: Breath of the Wild can trigger increased happiness, calm, purpose, and a sensation of discovering meaning in life. You can check out the research paper in JMIR here.
Yahoo
2 hours ago
- Yahoo
Boys and girls should be taught about periods together in school, academics say
Girls and boys should be taught about periods in mixed-sex groups in school to improve their understanding of menstruation, researchers have said. A study by University College London (UCL) academics has suggested that pupils in schools are being given insufficient information around periods. For many pupils they are given just two lessons about periods in their whole school career – one in primary and one in secondary, researchers have said. They have called for lessons on menstruation in schools to be much 'more comprehensive'. Since September 2020, relationships and sex education has been compulsory in secondary schools in England, while relationships education has been compulsory in primary schools. Professor Joyce Harper, from UCL Institute for Women's Health, said: 'Educating pupils about periods may now be compulsory in schools in England and Wales, but we know that for many of them that still only amounts to two lessons in their entire school career.' The researchers suggested that periods should be taught among mixed-sex groups, as well as single-sex groups, which some schools do not currently do. Prof Harper said: 'Our focus groups were also of the view that boys need to be part of that education. 'It was agreed that classes should not be segregated by gender, believing mixed sessions are crucial for boys' education. 'Although some saw value in single-sex classes to allow students to speak more freely, they still felt mixed sessions were essential to improve overall understanding. 'They suggested this could help boys understand and support their friends and future partners through menopause.' Overall, 55 women took part in the study divided into two groups based on age (18 to 25 and 26 to 40) and five focus groups were conducted for each group. They were recruited via social media, and many of the women were educated before the topic on menstruation became mandatory in English schools. The academics said menstruation is 'highly stigmatised' and a 'lack of education' about difficult periods restricts individuals from seeking help. Co-author Caroline Musulin, from UCL Institute for Women's Health, said: 'Many women endure menstrual problems longer than they should due to the inability to speak openly about uncertainties, fears of being dismissed by healthcare professionals, the view that it's 'just' a painful period or feelings of shame. 'Stigma, secrecy, and the expectation to 'cope' with painful periods contribute to the systemic dismissal of menstrual discomfort.' The latest statutory Government guidance on relationships, sex and health education (RSHE) in schools says pupils should be taught about menstruation in primary and secondary school. The guidance, which was published last month, says pupils should learn the facts about the menstrual cycle, including physical and emotional changes, by the end of primary school to help them understand what to expect. By the end of secondary school, pupils should learn about menstrual and gynaecological health – including period problems such as premenstrual syndrome, heavy menstrual bleeding, endometriosis and polycystic ovary syndrome – as well as menopause, the guidance adds. The latest Department for Education (DfE) guidance says: 'RSE lessons should ensure that both boys and girls have opportunities to practise respectful communication and understand experiences which are different from their own, including menstruation and menopause.' Schools in England will have to follow the statutory RSHE guidance from September 2026. Sarah Hannafin, head of policy for school leaders' union NAHT, said: 'Teaching about periods is a vital part of health education for all pupils. 'Although many schools may separate classes to create a safe space for discussions on topics like this, mixed-sex groups should also be planned as it is vital that pupils understand others' experiences. 'Schools need freely available high-quality resources to support them to do this. 'Education about periods needs more than a single lesson but the curriculum in both primary and secondary schools is overcrowded and the new RSHE guidance has added a lot of new content without any additional time being created.' Pepe Di'Iasio, general secretary of the Association of School and College Leaders, said: 'We fully support the need for boys and girls to be taught about menstruation in a comprehensive manner which goes beyond biological facts and covers the wider effects on wellbeing. 'It is essential to be able to discuss this topic openly without misinformation or embarrassment. 'While it is covered in the RSHE curriculum we would welcome consideration of how teaching of this topic might be strengthened.' A DfE spokesperson said: 'Understanding menstruation is an important part of growing up, which is why we have brought in a new relationships, sex and health education curriculum to take effect next year, with clear guidance that pupils should be taught about both physical and emotional changes, as well as topics from endometriosis to heavy menstrual bleeding. 'As part of our plan for change, we're providing teachers with new resources to help them run great lessons on these issues, tackle stigma head-on and support every child to achieve and thrive.'



