Association between Teacher Assessed Academic Performance and ChEAT scores ≥85th percentile.

†ORs adjusted for age, sex and cluster (polyclinic site). ‡ORs adjusted for age, sex, cluster (polyclinic site), treatment arm, child's BMI at age 6.5 years and number of older children in household * (n = x, y, z): x = total number of children in group, y = total number of females in group, z = total number of males in group.Academic performance measures have been categorized as “far below grade”, ”somewhat below”, “at grade level”, “somewhat above” and far above grade” for the presentation of results. In addition, academic performance was included as an ordered categorical variable in mixed-effects logistic regression models.† 标注对应的优势比（Odds Ratio，OR）已针对年龄、性别及聚类因素（社区诊所站点）进行校正。‡ 标注对应的优势比（Odds Ratio，OR）已针对年龄、性别、聚类因素（社区诊所站点）、干预组、儿童6.5岁时的身体质量指数（Body Mass Index，BMI）以及家庭中年长子女数量进行校正*。* 样本量说明：(n = x, y, z)，其中x为组别总儿童数，y为组别女性儿童总数，z为组别男性儿童总数。为便于结果展示，学术表现指标被划分为"远低于年级水平"、"略低于年级水平"、"与年级水平相符"、"略高于年级水平"以及"远高于年级水平"五类。此外，在混合效应logistic回归（mixed-effects logistic regression）模型中，学术表现被作为有序分类变量纳入分析。