This study investigates the interplay between children's mental health, cognitive development, and social background on their learning outcomes in Chile. Using a sample of 610 first-grade students, the researchers employed a multilevel path model to analyze the relationships between socioemotional behavior (SEB), visuospatial working memory (VWM), and academic achievement in reading and mathematics. Results indicate significant effects of VWM, SEB, and maternal education on learning, with hyperactivity and peer problems negatively impacting reading and mathematics scores. The findings highlight the importance of a holistic approach to child development, emphasizing the interconnectedness of mental health, cognitive abilities, and environmental factors in shaping learning outcomes.
