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The risk for impaired learning-related abilities in childhood and educational attainment among adults born near-term

Yoko Nomura1, Jeffrey M Halperin, Jeffrey H Newcorn

  • 1Department of Psychiatry, Queens College, New York, NY, USA. yoko.nomura@mssm.edu

Journal of Pediatric Psychology
|September 17, 2008
PubMed

Insights

Near-term births (NTB) and small-for-gestational-age (SGA) infants face learning challenges and lower educational attainment. Childhood poverty exacerbates these risks for NTB infants, highlighting the need for targeted interventions.

Area of Science:

  • Developmental Pediatrics
  • Educational Psychology
  • Socioeconomic Determinants of Health

Background:

  • Near-term births (NTB) and small-for-gestational-age (SGA) infants represent significant proportions of births and may be susceptible to adverse developmental outcomes.
  • Existing research often focuses on extremely preterm infants, potentially overlooking the educational impact of milder variations in gestation and birth weight.

Purpose of the Study:

  • To investigate the association between NTB and SGA status and the risk of learning-related problems in childhood and educational attainment in adulthood.
  • To determine if childhood poverty amplifies the negative effects of NTB and SGA on learning and educational achievement.

Main Methods:

  • A prospective, population-based birth cohort of 1,619 individuals was followed from birth into adulthood.
  • Cognitive abilities (IQ, learning abilities) were assessed in childhood, and educational attainment was measured in adulthood.

Main Results:

  • Both NTB and SGA infants demonstrated lower educational attainment, with effects mediated by learning abilities at age 7.
  • Childhood poverty significantly moderated the impact of NTB on educational attainment, both directly and through its influence on learning abilities.
  • Poverty did not show a moderating effect on the association between SGA and educational attainment.

Conclusions:

  • Adverse learning-related outcomes and reduced educational attainment are not confined to extremely preterm infants, particularly when socioeconomic factors like poverty are present.
  • Targeted interventions, such as remedial learning support during childhood for near-term born infants in low-income families, may improve long-term educational outcomes.
Abstract

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