School absence and achievement in children with isolated orofacial clefts
School absence and achievement in children with isolated orofacial clefts
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DOI：
10.1136/archdischild-2020-319123
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发表时间：
2021-02-01
影响因子：
5.2
通讯作者：
van der Meulen, Jan H.
中科院分区：
文献类型：
--
作者：
Fitzsimons, Kate J.;Deacon, Scott A.;van der Meulen, Jan H.
目的探讨7岁以下儿童的缺课与学业成绩的关系。英国孤立性唇腭裂的老年儿童。设计分析与国家唇腭裂登记处和行政医院数据相关的教育数据。设置英国公立学校。2006年至2014年期间，3523名7岁孤立性唇腭裂儿童。主要结局指标：结果孤立性唇腭裂儿童平均每年缺课（10.5天）高于全国人口中的同龄人（8.9天）。唇腭裂儿童（CLP; 11.3天）或仅腭裂儿童（CPO; 10.5天）的总缺席率高于仅唇裂儿童（CLO; 9.5天）。达到预期学业水平的百分比随着缺课的增加而下降（从77.4%（923/1 192），每年缺课20天）。然而，缺课的差异并不能解释患有CPO（65.9%达到预期水平）或CLP（66.1%达到预期水平）的儿童的学习成绩低于患有CLO（73.5%达到预期水平）的儿童。有裂缝的儿童的两倍，往往被认为有特殊教育需求（40.5%）比他们的同龄人（21.6%）。结论缺课和裂缝类型都独立与学校成绩在7年。患有孤立性唇腭裂的儿童，特别是涉及上颚的儿童，以及那些缺课率高的儿童，可能会受益于更多的支持，以满足他们的教育需求。
Objectives To examine school absence and academic achievement among 7-year-old children with isolated orofacial clefts in England.Design Analysis of educational data linked to national cleft registry and administrative hospital data.Setting English state schools.Patients 3523 children with isolated clefts aged 7 years between 2006 and 2014.Main outcome measures Annual school absence and reaching the national 'expected level' according to teacher-assessed academic achievement.Results Children with isolated clefts had higher mean annual school absence (10.5 days) than their peers in the national population (8.9 days). Total absence was higher in children with a cleft lip and palate (CLP; 11.3 days) or with a cleft palate only (CPO; 10.5 days) than in children with a cleft lip only (CLO; 9.5 days). The percentage reaching the expected academic level decreased with increasing school absence (from 77.4% (923/1192) with annual school absence 20 days). However, differences in school absence did not explain that children with CPO (65.9% reaching expected level) or CLP (66.1% reaching expected level) had poorer levels of academic achievement than children with CLO (73.5% reaching expected level). Children with a cleft were twice as often recognised as having special education needs (40.5%) than their peers (21.6%).Conclusions School absence and cleft type are both independently associated with school attainment at 7 years. Children with an isolated cleft, especially when the palate is involved, and those with high levels of school absence may benefit from increased support addressing their educational needs.