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School performance and long-term outcomes of very preterm children conceived via in vitro fertilization
Khalid Al-Hathlol1, Omar Majed Al-Obaid1, Thekra Solaiman Al-Gholaiqa1
1Department of Pediatrics. King Abdullah International Medical Research Center / King Saud bin Abdulaziz University for Health Sciences - King Abdulaziz Medical City. Riyadh -Kingdom of Saudi Arabia.
Insights
Children born after in vitro fertilization (IVF) show comparable school performance and long-term outcomes to those conceived spontaneously. This study offers reassurance for families and educators regarding IVF
Area of Science:
- Pediatrics
- Developmental Pediatrics
- Reproductive Medicine
Background:
- In vitro fertilization (IVF) is a common assisted reproductive technology.
- Long-term neurodevelopmental outcomes in children born via IVF, particularly those born very preterm, require continued investigation.
Purpose of the Study:
- To evaluate the impact of IVF on school performance and long-term outcomes in very preterm children aged 8-16 years.
- To compare children born after IVF with those born after spontaneous conception (SC).
Main Methods:
- A case-control study comparing 79 very preterm children born after IVF with 79 matched controls born after SC.
- Parental questionnaires assessed school performance (preschool, grade repetition, special education) and long-term status (ADHD, autism).
- Gross motor function was evaluated using the Gross Motor Function Classification System.
Main Results:
- Mothers of IVF children had higher educational levels; IVF children were more likely to have received preschool education.
- After adjusting for confounders, no significant differences were found in school performance between IVF and SC children.
- Long-term outcomes, including neurodevelopmental status, were comparable between the two groups.
Conclusions:
- Very preterm children born following IVF demonstrate similar school performance and long-term outcomes compared to their spontaneously conceived peers.
- Findings provide valuable insights for families considering IVF and for educational support systems.
Objective:
To assess the impact of in vitro fertilization (IVF) on school performance and long-term outcomes in very preterm children aged 8-16 years.
Methods:
Seventy-nine children born after IVF were compared with 79 randomly selected matched controls born after spontaneous conception (SC). Information was obtained from parents via a questionnaire administered through telephone interviews looking into school performance, including preschool education, repeated grades, extra lessons, special education needs, and learning difficulties; long-term status, including incidence of attention deficit hyperactivity disorder and autism; and family profile. Gross motor function was assessed against the gross motor function classification system based on information given by the subjects' families.
Results:
Mothers of IVF children were more likely to have a high educational level than mothers of SC children. Moreover, a greater proportion of IVF children had received preschool education than SC children. After adjusting for potential confounders, there was no difference in the school performance or long-term outcomes between IVF and SC children.
Conclusion:
In our study, the school performance and long-term outcomes of very preterm children born after IVF and of their spontaneously conceived peers were comparable. This information can help provide guidance to families and educators.
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