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Assessment of Child Anthropometry in a Large Epidemiologic Study
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Short stature: increased in children with severe learning disability.

N Abdullah1, P Drummond, N Gray

  • 1Department of Paediatrics, Newcastle upon Tyne Hospitals NHS Trust, Royal Victoria Infirmary, Newcastle upon Tyne, UK.

Child: Care, Health and Development
|December 5, 2008
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Summary

Children in special schools are shorter than those in mainstream schools, even without known growth issues. This highlights the need for expert assessment of child growth patterns.

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Area of Science:

  • Pediatrics
  • Child Growth and Development
  • Endocrinology

Background:

  • The 'Health for All Children' initiative recommends screening for growth disorders at school entry using a 0.4th centile cutoff.
  • Growth hormone deficiency was identified in four children attending special schools, prompting further investigation.
  • A comparative study was designed to assess height distribution in children attending special schools versus mainstream schools.

Purpose of the Study:

  • To compare the height distribution of children attending special schools with that of children in mainstream schools.
  • To identify potential disparities in growth patterns among children with severe or profound learning disabilities.
  • To evaluate the effectiveness of current screening recommendations in identifying growth disorders in special school populations.

Main Methods:

  • Height measurements were taken from children at two special schools using a Leicester height measurer.
  • Height data were converted to standard deviation scores (SDS) for standardized comparison.
  • Data from special schools were compared with height data collected from local mainstream schools.

Main Results:

  • The mean height SDS for children in mainstream schools (n=2301) was -0.09, aligning with national standards.
  • Children in special schools (n=192) had a mean height SDS of -0.73 (95% CI -0.9 to -0.5).
  • Even after excluding children with known causes for abnormal growth (n=120), the mean height SDS remained significantly lower (-0.613; 95% CI -0.8 to -0.4), with 6.7% falling below the 0.4th centile.

Conclusions:

  • Children attending special schools, particularly those with severe or profound learning disabilities, are shorter than their peers in mainstream schools.
  • This height difference persists even when accounting for known medical conditions affecting growth.
  • The findings underscore the critical need for specialized professional assessment to accurately evaluate normal and abnormal growth in children, especially those in special educational settings.