Gestational age and school achievement: a population study

Searle, Amelia; Smithers, Lisa G.; Chittleborough, Catherine R.; Gregory, Tess; Lynch, John

doi:10.1136/archdischild-2016-310950

Cited by 27 publications

(53 citation statements)

References 34 publications

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“…Some studies assessed more than one outcome and are included in several tables. The studies were carried out in Europe, the USA, Australia, Canada, Hong Kong, Bangladesh and Japan . Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies .…”

Section: Resultsmentioning

confidence: 99%

“…The studies were carried out in Europe, the USA, Australia, Canada, Hong Kong, Bangladesh and Japan . Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies . All the included studies were observational: 41 studies were cohort studies and one was a case‐control study .…”

Section: Resultsmentioning

confidence: 99%

“…Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies . All the included studies were observational: 41 studies were cohort studies and one was a case‐control study . The studies were published between 2006 and 2018.…”

Section: Resultsmentioning

confidence: 99%

“…Sixteen studies investigated whether children born early term had an increased risk of poorer school performance (Table ) . Six of these studies focused on overall school performance .…”

Section: Resultsmentioning

confidence: 99%

“…Ten studies examined performances in specific school disciplines . One large study (n = 821 348) combined mathematics and reading score, and the point estimate showed poorer skills among early‐term children than full‐term children .…”

Section: Resultsmentioning

confidence: 99%

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Long‐term cognition and behavior in children born at early term gestation: A systematic review

Nielsen

Pedersen

Milidou

et al. 2019

Acta Obstet Gynecol Scand

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Introduction Recent recommendations characterize deliveries at 37+0 weeks through 38+6 weeks as early term. We aimed to review the literature systematically on long‐term cognition, school performance and behavior in children born early term (37+0 to 38+6 weeks) compared with full term (39+0 to 40+6 weeks). Material and methods The review was performed according to the PRISMA Statement. The final literature search was performed on 31 January 2019. We located studies in PubMed, Embase, CINAHL and Cochrane Library. Eligible studies were randomized controlled trials, cohort studies and case‐control studies, with outcome assessment performed at 2‐19 years. We collected information using a structured data form and evaluated study quality using the Newcastle‐Ottawa Scale (NOS). Results We included 42 observational studies published between 2006 and 2018. No restriction on year of publication was made. The mean NOS score was 5.8 with a range from 3 to 9. Compared with children born full term, children born early term had a lower intelligence score in early adulthood and up to some 30% increased risk of attention‐deficit/hyperactivity disorder. Furthermore, we found some 10%‐40% increased risk of cognitive problems, some 25% higher risk of language impairments and another 8%‐75% with poorer overall school performance. No meta‐analysis was conducted due to heterogeneity in the outcome measures. Only 10 studies presented subgroup analyses in spontaneous deliveries or adjusted for type of labor onset/induction. Conclusions Children born early term are at increased risk of cognitive deficits, poorer school performance and behavioral problems compared with children born full term.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Sixteen studies investigated whether children born early term had an increased risk of poorer school performance (Table ) . Six of these studies focused on overall school performance .…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Long‐term cognition and behavior in children born at early term gestation: A systematic review

Nielsen

Pedersen

Milidou

et al. 2019

Acta Obstet Gynecol Scand

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Gestational Age and Socioeconomic Achievements in Young Adulthood

et al. 2018

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Key Points Question How was the whole range of gestational age at birth associated with socioeconomic outcomes in adulthood (education, personal income, and primary source of income)? Findings In this cohort study including 228 030 singletons, lower gestational age (<39 weeks of gestation) was associated with lower odds of high educational level and high personal income and increased odds of receiving disability pension and cash welfare benefits compared with individuals born at 40 weeks of gestation. Meaning These findings suggest that lower gestational age even within the term range may have implications for long-term opportunities and well-being as measured by socioeconomic outcomes in adulthood.

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Neurodevelopment at Age 9 Years Among Children Born at 32 to 36 Weeks’ Gestation

Cheong,

Mainzer,

Doyle

et al. 2024

JAMA Netw Open

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ImportanceAlthough children born moderate to late preterm (MLP; 32-36 weeks’ gestation) have more neurodevelopmental problems compared with children born early term or later (≥37 weeks’ gestation), detailed understanding of affected domains at school age is lacking. Little is known of risk factors for poorer development.ObjectiveTo examine whether being born MLP compared with being born early term or later is associated with neurodevelopmental outcomes at age 9 years and to describe factors associated with poorer neurodevelopment in children born MLP.Design, Setting, and ParticipantsThis prospective, longitudinal cohort study recruited children born MLP and children born early term or later with healthy birth weight (≥2500 g) at a single tertiary hospital in Melbourne, Victoria, Australia, between December 7, 2009, and March 26, 2014. Nine-year follow-up occurred between June 20, 2019, and February 27, 2024.ExposureModerate to late preterm birth.Main Outcomes and MeasuresCognitive ability, academic performance, motor function, behavior, and social communication skills, assessed at 9-year follow-up. Group differences were estimated using linear, logistic, or quantile regression adjusted for multiple birth and socioeconomic risk. Multiple imputation was used to account for missing data. Associations of antenatal and neonatal factors and developmental delay at 2 years with poorer 9-year neurodevelopment were explored using univariable regression.ResultsOf 201 recruited children born MLP and 201 born early term or later, 159 born MLP (79.1%; 72 [45.3%] male) and 137 born early term or later (68.2%; 75 [54.7%] male) were assessed. Compared with children born early term or later, children born MLP had lower mean (SD) full-scale IQ scores (105.2 [13.6] vs 110.1 [13.0]; adjusted mean difference, −4.4 [95% CI, −7.7 to −1.0]) and poorer performance for cognitive domains, including verbal comprehension, visuospatial, and working memory. They also had poorer academic performance: pseudoword decoding (mean [SD] score, 103.0 [11.3] vs 107.3 [10.5]; adjusted mean difference, −4.0 [95% CI, −7.0 to −1.1]) and mathematics (mean [SD] score, 96.6 [14.7] vs 101.5 [14.5]; adjusted mean difference, −5.0 [95% CI, −8.8 to −1.2]). Children born MLP had similar manual dexterity to those born early term or later (mean [SD] score, 8.4 [3.5] vs 9.1 [3.4]; adjusted mean difference, −0.9 [95% CI, −1.8 to 0.04]) but more behavioral difficulties (50 of 158 [31.7%] vs 29 of 135 [21.5%]; adjusted risk ratio, 1.57 [95% CI, 1.06-2.33]). Developmental delay at 2 years was associated with poorer 9-year neurodevelopment across multiple domains.Conclusions and RelevanceIn this longitudinal cohort study of children born MLP, neurodevelopmental challenges persisted into school age. An assessment at age 2 years may assist in identifying children born MLP who are at risk of school-age impairments.

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Gestational age and school achievement: a population study

Cited by 27 publications

References 34 publications

Long‐term cognition and behavior in children born at early term gestation: A systematic review

Long‐term cognition and behavior in children born at early term gestation: A systematic review

Gestational Age and Socioeconomic Achievements in Young Adulthood

Neurodevelopment at Age 9 Years Among Children Born at 32 to 36 Weeks’ Gestation

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