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Neonatal Abstinence Syndrome and High School Performance
Ju Lee Oei1,2,3, Edward Melhuish4,5,6, Hannah Uebel7
1School of Women's and Children's Health, j.oei@unsw.edu.au.
Pediatrics
|January 18, 2017
Summary
Children diagnosed with Neonatal Abstinence Syndrome (NAS) show poorer school performance, with deficits worsening over time. Early identification and support are crucial for these children to improve educational outcomes.
Area of Science:
- Pediatrics
- Developmental Psychology
- Educational Psychology
Background:
- Neonatal Abstinence Syndrome (NAS) is a growing concern.
- Long-term school outcomes for children with NAS are not well understood.
Purpose of the Study:
- To investigate the long-term school performance of children diagnosed with NAS.
- To identify factors associated with poor academic outcomes in this population.
Main Methods:
- Linked analysis of health and National Assessment Program: Literacy and Numeracy data in New South Wales, Australia (2000-2006).
- Comparison of children with NAS (n=2234) against matched controls (n=4330) and the general population (n=598,265) across grades 3, 5, and 7.
Main Results:
- Children with NAS scored significantly lower on literacy and numeracy tests from grade 3 onwards.
- Academic deficits in children with NAS were progressive, with grade 7 scores lower than grade 5 controls.
- NAS diagnosis, indigenous status, male gender, and low parental education were independently associated with failing to meet minimum academic standards.
Conclusions:
- A NAS diagnosis is a strong predictor of poor and declining school performance.
- Early identification and intervention for children with NAS and their families are essential.
- Parental education may play a role in mitigating academic risks for children with NAS.
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