Related Experiment Video
Updated: Feb 4, 2026
A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting
Published on: January 12, 2018
Prediction of school outcome after preterm birth: a cohort study
David Odd1,2, David Evans1, Alan M Emond2
1Neonatal Unit, North Bristol NHS Trust, Bristol, UK.
Insights
Preterm infants show lower initial educational scores but catch up over time. Early schooling and environmental support are crucial for their development, highlighting the importance of continued interventions.
Area of Science:
- Developmental Pediatrics
- Educational Psychology
- Perinatal Research
Background:
- Preterm birth is associated with potential developmental challenges.
- Understanding long-term educational outcomes for preterm infants is critical.
- The Avon Longitudinal Study of Parents and Children (ALSPAC) provides a robust dataset for this research.
Purpose of the Study:
- To compare the educational trajectories of preterm infants with those of their term-born peers.
- To identify differences in academic progression between these two groups.
- To inform interventions aimed at supporting preterm infants' educational development.
Main Methods:
- Utilized data from 12,586 infants in the ALSPAC cohort.
- Categorized gestational age into preterm (23-36 weeks) and term (37-42 weeks).
- Employed multilevel mixed-effects linear regression models to analyze educational decile scores over time, including interaction terms for gestational group.
Main Results:
- Preterm infants scored, on average, lower on Key Stage (KS) assessments than term infants (-0.46).
- Preterm infants demonstrated a 'catch-up' trend, gaining on their term peers across progressive measures (0.10).
- The most significant academic gains for preterm infants occurred between KS1 and KS2.
Conclusions:
- Educational support and a positive early environment are vital for preterm infants.
- Interventions provided after premature birth may offer additional long-term benefits.
- This study underscores the need for continued monitoring and support for preterm children's academic journeys.
Objective:
To identify if the educational trajectories of preterm infants differ from those of their term peers.
Design:
This work is based on the Avon Longitudinal Study of Parents and Children (ALSPAC). Educational measures were categorised into 10 deciles to allow comparison of measures across time periods. Gestational age was categorised as preterm (23-36 weeks) or term (37-42 weeks). Multilevel mixed-effects linear regression models were derived to examine the trajectories of decile scores across the study period. Gestational group was added as an interaction term to assess if the trajectory between educational measures varied between preterm and term infants. Adjustment for possible confounders was performed.
Subjects:
The final dataset contained information on 12 586 infants born alive at between 23 weeks and 42 weeks of gestation.
Main Outcome Measures:
UK mandatory educational assessments (SATs) scores throughout educational journal (including final GCSE results at 16 years of age).
Results:
Preterm infants had on average lower Key Stage (KS) scores than term children (-0.46 (-0.84 to -0.07)). However, on average, they gained on their term peers in each progressive measure (0.10 (0.01 to 0.19)), suggesting 'catch up' during the first few years at school. Preterm infants appeared to exhibit the increase in decile scores mostly between KS1 and KS2 (p=0.005) and little between KS2 and KS3 (p=0.182) or KS3 and KS4 (p=0.149).
Conclusions:
This work further emphasises the importance of early schooling and environment in these infants and suggests that support, long after the premature birth, may have additional benefits.
Related Concept Videos
02:24Predicting Reaction Outcomes
01:22Birth Control Methods
02:27Predicting Molecular Geometry
01:13Outcomes of Glycolysis
Cellular respiration can occur aerobically (with oxygen) or anaerobically (without oxygen). In the presence of oxygen, cellular respiration starts with glycolysis and continues with pyruvate...
01:03Prediction Intervals
However, the point estimate is most likely not the exact value of the population parameter, but close to it. After calculating point estimates, we construct interval estimates, called confidence intervals or prediction intervals. This prediction interval comprises a range of values unlike the point estimate and is a better predictor of the observed sample value, y.
01:11Guidelines for Writing Outcome
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...