Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm
Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm
复制标题
DOI：
10.1016/j.jpeds.2020.12.070
复制
发表时间：
2021-04-22
影响因子：
5.1
通讯作者：
Sanders, Lee M.
中科院分区：
文献类型：
--
作者：
Flores, Carrie Townley;Gerstein, Amy;Sanders, Lee M.
目的评估中晚期早产（320/7-366/7周）与长期教育结局的关系。研究设计我们假设中晚期早产与小学不良结局相关。为了验证这一点，我们将全州卫生规划与发展办公室的生命统计患者出院数据（包括出生结果）与大型城市学区（n = 72 316）的2015-2016学年行政数据联系起来。我们比较了中度和晚期早产儿和足月儿的相对风险，后来不良的神经认知和行为结果在幼儿园通过12年级。结果调整后的社会经济地位，与足月分娩相比，中度和晚期早产与数学和英语语言艺术，慢性缺勤和暂停低性能的风险增加。这些风险出现在幼儿园到2年级，并保持在3-5年级，但似乎在以后的年级冲洗，除了暂停，这仍然是通过9- 12年级。结论重申我们的假设，中度和晚期早产与小学后期的不良教育结果有关，这表明，这是一个重要的风险因素，学区可以利用时，针对早期干预。未来的研究将需要在地理和社会经济上多样化的学区测试这些关系，包括更广泛的各种结果，并考虑如何早期干预适度的出生结果和教育成果之间的关联。
Objective To assess the relationship of moderate and late preterm birth (320/7-366/7 weeks) to long-term educational outcomes.Study design We hypothesized that moderate and late preterm birth would be associated with adverse outcomes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of State wide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n = 72 316). We compared the relative risk of moderate and late preterm and term infants for later adverse neuro cognitive and behavioral outcomes in kindergarten through the 12th grade.Results After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism,and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12.Conclusions Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.