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Area of Science:

  • Perinatal health and developmental pediatrics
  • Educational psychology and outcomes research
  • Public health and epidemiology

Background:

  • Gestational age at birth is a known determinant of child development.
  • Variations in academic achievement within term and post-term births remain under-examined.
  • Understanding these associations is crucial for early identification and intervention.

Purpose of the Study:

  • To investigate the association between gestational age, from preterm to post-term, and academic achievement.
  • To assess academic performance against national minimum standards in a large population cohort.
  • To identify specific gestational age windows that pose a higher risk for poor educational outcomes.

Main Methods:

  • Utilized linked population data of 28,155 South Australian children (grade 3, age 8).
  • Linked literacy and numeracy data with routinely collected perinatal records (2008-2010).
  • Employed statistical analysis to determine adjusted relative risks for poor academic achievement across gestational ages.

Main Results:

  • Longer gestational age (23-45 weeks) correlated with a reduced risk of poor literacy and numeracy.
  • Children born 'early preterm' (23-31 weeks) faced the highest risk for poor writing skills (RR 1.84).
  • Children born 'early term' (37-39 weeks) represented a significant proportion of those with poor achievement due to higher prevalence.

Conclusions:

  • Shorter gestational age is a significant risk factor for lower academic achievement.
  • While 'early term' births have a modest increased risk, their population prevalence makes them a key target for interventions.
  • Further research with larger cohorts is needed to clarify risks associated with post-term births.