Gestational age at birth and academic attainment in primary and secondary school in England: Evidence from a national cohort study.
Gestational age at birth and academic attainment in primary and secondary school in England: Evidence from a national cohort study.
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DOI：
10.1371/journal.pone.0271952
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发表时间：
2022
期刊：
影响因子：
3.7
通讯作者：
中科院分区：
文献类型：
--
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早产（妊娠<37周）是教育结果不佳的一个危险因素。已观察到出生时胎龄较早对小学成绩较差的剂量反应效应，但中学成绩的证据有限，并且主要集中在极早产（<32 周）人群。我们研究了英格兰出生时的胎龄与中小学教育结束时的学业成绩之间的关系。 2000 年至 2001 年在英国出生的儿童的数据来自基于人口的英国千禧年队列研究。从父母那里收集了有关孩子出生、社会人口因素和健康状况的信息。小学（11 岁）和中学（16 岁）结束时的国家考试成绩来自关联的教育记录。有 6,950 名学生获得小学成绩数据，有 7,131 名学生获得中学成绩数据。使用修正的泊松回归在每个阶段分别估计这些结果的调整相对风险（aRR）。小学结束时，17.7%的儿童英语和数学都没有达到预期水平，并且这一比例随着早产的增加而增加。与足月（39-41 周）儿童相比，最强的关联是中产儿（32-33 周；aRR = 2.13 (95% CI 1.44-3.13)）和极早产儿（aRR = 2.06 (95% CI 1.46-2.92)）。晚产儿（34-36周）和早产儿（37-38周）的风险也较高，aRR = 1.18（95% CI 0.94-1.49）和aRR = 1.21（95% CI 1.05-1.38）。中学毕业时，45.2%的人未通过至少五项普通中等教育证书考试，包括英语和数学。调整后，仅早产儿的风险显着较高（aRR = 1.26（95% CI 1.03-1.54））。与足月出生的儿童相比，所有足月前出生的儿童在小学期间都面临着成绩较差的风险，但只有非常早产的儿童在中学教育结束时仍然面临风险。早产儿在整个义务教育阶段可能需要额外的教育支持。
Preterm birth (<37 weeks’ gestation) is a risk factor for poor educational outcomes. A dose-response effect of earlier gestational age at birth on poor primary school attainment has been observed, but evidence for secondary school attainment is limited and focused predominantly on the very preterm (<32 weeks) population. We examined the association between gestational age at birth and academic attainment at the end of primary and secondary schooling in England. Data for children born in England from 2000–2001 were drawn from the population-based UK Millennium Cohort Study. Information about the child’s birth, sociodemographic factors and health was collected from parents. Attainment on national tests at the end of primary (age 11) and secondary school (age 16) was derived from linked education records. Data on attainment in primary school was available for 6,950 pupils and that of secondary school was available for 7,131 pupils. Adjusted relative risks (aRRs) for these outcomes were estimated at each stage separately using modified Poisson regression. At the end of primary school, 17.7% of children had not achieved the expected level in both English and Mathematics and this proportion increased with increasing prematurity. Compared to full term (39–41 weeks) children, the strongest associations were among children born moderately (32–33 weeks; aRR = 2.13 (95% CI 1.44–3.13)) and very preterm (aRR = 2.06 (95% CI 1.46–2.92)). Children born late preterm (34–36 weeks) and early term (37–38 weeks) were also at higher risk with aRR = 1.18 (95% CI 0.94–1.49) and aRR = 1.21 (95% CI 1.05–1.38), respectively. At the end of secondary school, 45.2% had not passed at least five General Certificate of Secondary Education examinations including English and Mathematics. Following adjustment, only children born very preterm were at significantly higher risk (aRR = 1.26 (95% CI 1.03–1.54)). All children born before full term are at risk of poorer attainment during primary school compared with term-born children, but only children born very preterm remain at risk at the end of secondary schooling. Children born very preterm may require additional educational support throughout compulsory schooling.
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DOI：
10.1136/archdischild-2014-306124
发表时间：
2014-11-01
影响因子：
4.4
作者：
Chan, Evelyn;Quigley, Maria A.
通讯作者：
Quigley, Maria A.
影响因子：
3.1
作者：
Bonellie S;Chalmers J;Gray R;Greer I;Jarvis S;Williams C
通讯作者：
Williams C
影响因子：
7.2
作者：
通讯作者：
--
影响因子：
5.1
作者：
Flores, Carrie Townley;Gerstein, Amy;Sanders, Lee M.
通讯作者：
Sanders, Lee M.
影响因子：
5.2
作者：
Alterman N;Johnson S;Carson C;Petrou S;Rivero-Arias O;Kurinczuk JJ;Macfarlane A;Boyle E;Quigley MA
通讯作者：
Quigley MA