Related Experiment Video
Updated: Aug 20, 2026
Modeling Neonatal Intraventricular Hemorrhage Through Intraventricular Injection of Hemoglobin
Published on: August 25, 2022
School performance in adolescents with and without periventricular-intraventricular hemorrhage in the neonatal period
Margot van de Bor1, Lya den Ouden
1Department of Pediatrics, University of Nijmegen Medical Center, Nijmegen, The Netherlands. m.vandebor@cukz.umcn.nl
Insights
Adolescents born very preterm often struggle academically, with less than half achieving normal school performance. Periventricular-intraventricular hemorrhage is linked to increased needs for special education services.
Area of Science:
- Neonatal care
- Developmental pediatrics
- Neuroscience
Background:
- Long-term outcomes of preterm birth are well-documented up to early childhood.
- Cognitive development in adolescents born preterm remains understudied.
- Understanding school performance in this population is crucial for targeted interventions.
Purpose of the Study:
- To assess school performance in adolescents born very preterm.
- To identify perinatal factors associated with academic outcomes.
- To investigate the impact of periventricular-intraventricular hemorrhage on educational attainment.
Main Methods:
- A cohort of 484 infants born before 32 weeks gestation was followed.
- Cranial ultrasound was systematically performed on infants.
- School performance was evaluated at 14 years of age, categorizing students as normal, slow learners, or requiring special education.
Main Results:
- Of 278 adolescents assessed, 129 performed normally, 107 were slow learners, and 42 required special education.
- Periventricular-intraventricular hemorrhage (all grades) was significantly associated with increased odds of needing special education.
- Less than 50% of very preterm adolescents achieved normal school performance.
Conclusions:
- Very preterm birth is associated with a high prevalence of academic difficulties in adolescence.
- Periventricular-intraventricular hemorrhage, even in lower grades, negatively impacts school performance.
- Further research and support are needed for adolescents born very preterm, particularly those with brain injury.
Abstract:
Long-term sequelae of preterm birth have been studied extensively up until the age of 5 to 8 years. However, the cognitive development of adolescents born preterm has received limited attention. The objective of this study is to determine school performance in adolescents born very preterm. We have followed up a cohort of 484 infants born before 32 weeks of gestation in whom cranial ultrasound was routinely and systematically performed. School performance was assessed in the surviving adolescents at 14 years of age. The outcome variable divided the adolescents into three groups: (1) normal, (2) slow learners, and (3) special education. School performance data were obtained from 278 of 304 surviving adolescents; 129 performed normally, while 107 were slow learners, and 42 needed special education. From the unadjusted odds ratios for the need of special education by the various perinatal factors, only the odds ratio for periventricular-intraventricular hemorrhage was significantly associated (2.56, 95% confidence interval 1.17-4.86). Logistic regression analysis revealed that, after correction for possible confounding factors, the odds ratios for special education were significantly higher for adolescents with all grades of periventricular-intraventricular hemorrhage. Less than 50% of adolescents born before 32 weeks gestation perform normally in school. Periventricular-intraventricular hemorrhage, including the lower grades,does have an unfavorable additional effect on school performance.
