Academic Outcome in Pediatric Stroke: A Multifaceted Approach to Exploring Challenges and Achievements

Abstract

Objective An important cause of acquired brain injury in children, pediatric stroke can engender sequelae across a wide range of cognitive domains, including language, attention, memory, and processing speed. As a result, survivors are especially vulnerable to academic difficulties and face unique challenges compared to their peers. Despite this knowledge, pediatric stroke remains an understudied neurological condition, and its impact on school functioning is poorly understood. Addressing this gap in knowledge, the present clinical research study assesses academic outcome with a multifaceted approach. Methods This study evaluated youth with (n = 23) and without (n = 18) histories of stroke. Families were recruited at the Hospital for Sick Children in Toronto. Participants were administered an extensive battery of neuropsychological and psychoeducational tests, quality of life questionnaires, and behavior rating scales. Medical records and school report cards provided additional data. Results Compared to their peers, youth with stroke exhibited more deficits in processing speed and core academic skills and were more likely to have a learning disability, an Individual Education Plan, school accommodations, and access to assistive technologies. Controlling for the effects of intelligence, a hierarchical regression suggested that processing speed and reading skills predicted grades for youth with stroke. Finally, quality of life was similar between groups, indicating comparable experiences in school environment, peer support, and social acceptance. Conclusions This study makes a meaningful contribution to the field of pediatric stroke and promotes a nuanced understanding of the struggles that patients encounter, what impairments they tend to incur, and how these difficulties impact academic achievement.