These effects have been linked to lower scores in language and mathematics among schoolchildren exposed to high levels of PM\({}_{2.5}\), as observed in both third-grade students and broader school environments like those in California [20; 21]. A critical mechanism behind this neurotoxicity is PM\({}_{2.5}\)'s capacity to carry heavy metals (e.g., lead, mercury, cadmium) and persistent organic compounds, which enhance their absorption into the central nervous system [13]. Research in rats shows that these metals can accumulate in the cerebral cortex via PM\({}_{2.5}\) transport, increasing neuronal toxicity and contributing to neurodegenerative processes and cognitive decline in children [13; 22; 23]. It is known that learning and, consequently, academic performance (AP) in children depend on their cognitive functions [5], which could be affected by exposure to environmental pollution [7]. Additionally, children with low socioeconomic status (SES), as well as those belonging to ethnic minorities, may show diminished cognitive functions when exposed to environmental pollution in schools [6]. In this context, [PERSON] et al. (2006) in Detroit found that students attending schools near high-traffic roads or highly polluted industrial areas are more likely to be African American or Hispanic and to live in a low-income area of the city [6]. [PERSON] et al. (2006) evaluated children from impoverished communities in California exposed to environmental pollution, finding low results on standardized AP tests [8]. Another study, conducted by [PERSON] et al. in 2011, showed that the majority of children exposed to high levels of air pollution in public schools in Michigan performed poorly on standardized academic achievement tests [9]. Regarding air pollution in Chile, a study by [PERSON] et al. (2022) found that the residential sector is responsible for over 90% of PM\({}_{2.5}\) and PM\({}_{10}\) emissions. Overall, air pollution and CO\({}_{2}\) emissions from human activities in northern Chile are primarily driven by mining operations and thermoelectric power plants, whereas in central and southern Chile, the main sources are residential heating and transportation [3]. About academic performance, it is assessed in the country through the Education Quality Measurement System (SIMCE), which is conducted annually under the framework of Law No. 20.529. SIMCE serves as a national assessment tool for measuring student learning outcomes across the country [10]. Relating both topics, in a recently published study by our research group [11], we determined the effects of environmental pollution on health risk and the AP of Chilean children attending six schools located in the Quintero and Puchuncavi area one of the country's sacrifice zones. In this study, we also consider mineral dust, metals (e.g., copper, lead), and polycyclic aromatic hydrocarbons (PAHs) due to their relevance in the Chilean context, where mining, industrial activities, and wood combustion are prevalent emission sources, particularly in areas like Puchuncavi and Quintero, where heavy metal exposure has been linked to adverse health and cognitive effects [12]. This approach ensures consistency with international literature while addressing region-specific pollution pro-files and their documented neurotoxic impacts. Our results indicated that the levels of heavy metals inside and outside the schools influence the AP of eighth-grade students. In conclusion, children in this area are exposed to high levels of environmental pollution by heavy metals, which may pose a health risk and impact their AP [11]. Given the importance of air pollution on children's learning and AP, we asked: What is the effect of PM\({}_{2.5}\) air pollution on the AP of Chilean eighth-grade children? Our objective was to compare the AP of eighth-grade children living in the three most PM\({}_{2.5}\)-polluted areas of Chile with those living in the three least polluted areas of the country.