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Impact of parental separation or divorce on school performance in preterm children: A population-based study

Simon Nusinovici1, Bertrand Olliac2,3, Cyril Flamant1,4

  • 1INSERM, CIC 1413, Nantes University Hospital, Nantes, France.

Plos One
|September 8, 2018
PubMed

Insights

Parental separation may negatively impact school performance in preterm children, particularly if it occurs between ages 3-5. This can affect motivation, autonomy, and dexterity in these vulnerable children.

Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Educational Psychology

Background:

  • Preterm infants are at higher risk for developmental challenges.
  • Parental separation is a significant life event that can affect child development.
  • The impact of parental separation on school performance in preterm children requires further investigation.

Purpose of the Study:

  • To quantify the decrease in school performance at age five in preterm children due to parental separation.
  • To determine if the age of the child during parental separation influences school performance outcomes.
  • To identify specific areas of school performance affected by parental separation in preterm children.

Main Methods:

  • Utilized data from the population-based LIFT cohort, including 3,308 preterm infants (<35 weeks gestation) with optimal neurodevelopmental outcomes at two years.
  • Assessed school performance at age five using the Global School Adaptation (GSA) questionnaire completed by teachers.
  • Analyzed the association between parental separation (living together vs. separately) and GSA scores, considering the timing of separation.

Main Results:

  • Parental separation was associated with a decrease in school performance (3.7 points, p < 0.01) specifically in preterm children who already exhibited school difficulties.
  • The negative impact on school performance was observed when parental separations occurred between three and five years after birth.
  • Parental separation correlated with reduced motivation, autonomy, and manual dexterity in these children.

Conclusions:

  • Preterm children whose parents separate are at increased risk for lower academic performance.
  • The timing of parental separation (between ages 3-5) is a critical factor in its impact on school performance.
  • Interventions supporting preterm children experiencing parental separation may need to focus on motivation, autonomy, and fine motor skills.

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