Classroom-evaluated school performance at nine years of age after very preterm birth. (January 2020)

• Record Type: Journal Article
• Authors: Jansen, Lisette; Peeters-Scholte, Cacha; Bruine, Sica Wiggers-de; van den Berg-Huysmans, Annette; van Klink, Jeanine; van Steenis, Andrea; Rijken, Monique; Vermeiren, Robert; Steggerda, Sylke
• Is Part Of: Early human development. Volume 140(2020)
• Publication Date: 2020-01
• Subjects: BPD bronchopulmonary dysplasia -- NEC necrotizing enterocolitis -- BW birth weight -- MRI magnetic resonance imaging -- GA gestational age -- SGA small for gestational age -- IQ Intelligence Quotient -- TEA term equivalent age -- CBS Central Bureau for Statistics -- SD Standard Deviation; Preterm -- Premature birth -- School performance -- Brain injury -- Perinatal risk factors -- Special education -- MRI; Fetus -- Periodicals; Neonatology -- Periodicals; Prenatal influences -- Periodicals; 612.65
• DOI: 10.1016/j.earlhumdev.2019.104834
• Languages: English
• ISSNs: 0378-3782

Abstract

Abstract: Objective: To determine classroom-evaluated school performance nine years after preterm birth, predicted by perinatal risk factors and neonatal brain abnormalities. Study design: Children were recruited from a consecutive cohort of 113 preterm infants (<32 weeks' gestation), participating in a longitudinal prospective study, investigating brain injury and neurodevelopmental outcome. Data on perinatal risk factors, presence of brain injury at term-equivalent age, and maternal education were collected. Information on school performance included enrollment in special (primary) education, grade repetition and school results from the nationwide standardized Dutch Pupil Monitoring System regarding reading comprehension, spelling, and mathematics. Results: Information on school enrollment was available for 87 children (77%), of whom 7 (8%) were in special primary education and 19 (22%) repeated a grade. This was significantly higher compared to national rates ( p ≤ .05). Results on school performance were available for 74 children (65%) and showed clearly below average scores in reading comprehension ( p = .006), spelling ( p = .014) and mathematics ( p < .001). Univariate analysis showed that lower performance in reading comprehension was predicted by male sex and low maternal education; spelling by male sex; and mathematics by Bronchopulmonary Dysplasia, white matter injury and maternal education. In a multivariate model, male sex and maternal education were predictive for reading comprehension and white matter injury for mathematics. Conclusion: Preterm born children more often need special primary education and have higher grade repeat rates. They perform poorer on reading comprehension, spelling and mathematics. Regular follow-up remains important for preterm born children during school age. Highlights: More than half of preterm born children need extra assistance in primary school. They are more often in special primary education and have a higher repetition rate. They perform poorer on reading, spelling and mathematics compared to their peers. Sex, white matter injury and maternal education are predictors of school performance.