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Long-term cognitive and school outcomes of late-preterm and early-term births: a systematic review

E Chan1,2, P Leong3, R Malouf1

  • 1National Perinatal Epidemiology Unit, University of Oxford, Oxford, UK.

Child: Care, Health and Development
|February 11, 2016
PubMed

Insights

Late-preterm (LPT) and early-term (ET) births are linked to poorer long-term cognitive and educational outcomes. These findings highlight potential risks associated with births before full term, underscoring the need for continued research.

Area of Science:

  • Perinatal and Developmental Psychology
  • Pediatric Neurology
  • Public Health & Epidemiology

Background:

  • Infants born before full term (39-41 weeks) face elevated risks for adverse cognitive development.
  • Late-preterm (LPT; 34-36 weeks) and early-term (ET; 37-38 weeks) births are common, necessitating risk assessment.

Purpose of the Study:

  • To review and analyze the long-term cognitive and educational outcomes of late-preterm and early-term births.
  • To quantify the risks associated with LPT and ET births compared to full-term births.

Main Methods:

  • Systematic review of studies published between January 1975 and June 2013, using Medline and Embase databases.
  • Inclusion criteria focused on studies assessing cognitive and educational outcomes at age 2 years or older.
  • Meta-analysis was employed where feasible to synthesize data on general cognitive ability, IQ, school performance, and special educational needs.

Main Results:

  • LPT and ET births were associated with underperformance in cognitive and educational outcomes compared to term/full-term births.
  • LPT children exhibited an increased risk of lower general cognitive ability (aRR 1.38).
  • Poorer outcomes persisted into adulthood, with significant performance differences observed between LPT/ET and term/full-term cohorts.

Conclusions:

  • This review confirms multiple, albeit small, adverse differences in long-term cognitive outcomes for late-preterm and early-term births.
  • The findings underscore the importance of considering gestational age in assessing developmental trajectories.
  • Further research is warranted to explore interventions and support for children born preterm.
Abstract

Keywords:
cognitive outcomesearly-term birtheducation achievementgeneral cognitive abilitylate-preterm birthschool performance

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