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OBJECTIVES: Major postintensive care sequelae affect up to one in three adult survivors of critical illness. Large cohorts on educational outcomes after pediatric intensive care are lacking. We assessed primary school educational outcomes in a statewide cohort of children who survived PICU during childhood. DESIGN: Multicenter population-based study on children less than 5 years admitted to PICU. Using the National Assessment Program—Literacy and Numeracy database, the primary outcome was educational achievement below the National Minimum Standard (NMS) in year 3 of primary school. Cases were compared with controls matched for calendar year, grade, birth cohort, sex, socioeconomic status, Aboriginal and Torres Strait Islander status, and school. Multivariable logistic regression models to predict educational outcomes were derived. SETTING: Tertiary PICUs and mixed ICUs in Queensland, Australia. PATIENTS: Children less than 5 years admitted to PICU between 1998 and 2016. INTERVENTIONS: Not applicable. MEASUREMENTS AND MAIN RESULTS: Year 3 primary school data were available for 5,017 PICU survivors (median age, 8.0 mo at first PICU admission; interquartile range, 1.9–25.2). PICU survivors scored significantly lower than controls across each domain ( p < 0.001); 14.03% of PICU survivors did not meet the NMS compared with 8.96% of matched controls ( p < 0.001). In multivariate analyses, socioeconomic status (odds ratio, 2.14; 95% CI, 1.67–2.74), weight (0.94; 0.90–0.97), logit of Pediatric Index of Mortality-2 score (1.11; 1.03–1.19), presence of a syndrome (11.58; 8.87–15.11), prematurity (1.54; 1.09–2.19), chronic neurologic conditions (4.38; 3.27–5.87), chronic respiratory conditions (1.65; 1.24–2.19), and continuous renal replacement therapy (4.20; 1.40–12.55) were independently associated with a higher risk of not meeting the NMS. CONCLUSIONS: In this population-based study of childhood PICU survivors, 14.03% did not meet NMSs in the standardized primary school assessment. Socioeconomic status, underlying diseases, and severity on presentation allow risk-stratification to identify children most likely to benefit from individual follow-up and support.

Introduction As the benefits of workplace inclusion become progressively recognized, employers are making greater efforts to cultivate inclusive organizational environments where employees from diverse backgrounds can thrive. Yet academic research has often neglected issues of sexual orientation and gender diversity. We contribute to redressing this knowledge gap by examining processes of workplace inclusion for employees with diverse genders and sexualities, focusing on an under-researched area—the role of language. Methods Using a regression framework, we empirically examine how different individual and workplace factors are associated with employees’ inclusive language use toward their trans- and gender-diverse colleagues. To accomplish this, we undertook the first-ever analyses of unique survey data from the 2020 Australian Workplace Equality Index Employee Survey (n ~ 27,000 employees and ~ 150 employers). Results Our results highlight the role of employees’ socio-demographic characteristics (e.g., their gender and sexual orientation, age, education, and religiosity) as well as the role of features of the workplace environment (e.g., employer’s size, location, and inclusion culture). Conclusions While use of appropriate language toward individuals with diverse genders and sexualities constitutes an important stepping stone to their workplace inclusion, this study has demonstrated that its adoption remains incomplete and highly segmented. Social Policy Implications These findings bear important implications for the design, targeting, and implementation of programs aimed at fostering trans-affirming language and the workplace inclusion of individuals from sexual and gender minorities.