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Updated: Dec 31, 2025
A Thrombotic Stroke Model Based On Transient Cerebral Hypoxia-ischemia
Published on: August 18, 2015
Academic outcome in pediatric ischemic stroke
Claire M Champigny1, Angela Deotto1, Robyn Westmacott2
1Department of Psychology, York University , Toronto, Canada.
Insights
Pediatric stroke survivors often experience cognitive deficits impacting academic skills like reading and math. These children frequently require additional school support and are more likely to receive learning disability diagnoses.
Area of Science:
- Pediatric Neurology
- Neuropsychology
- Developmental Psychology
Background:
- Pediatric ischemic stroke is a significant cause of acquired brain injury in children.
- Stroke survivors face cognitive challenges, particularly in verbal reasoning and processing speed, leading to academic difficulties.
- The impact of pediatric stroke on school functioning remains understudied.
Purpose of the Study:
- To investigate the academic outcomes of children who have experienced ischemic stroke.
- To understand the specific cognitive and academic deficits in this population.
- To identify school support needs and learning disability prevalence.
Main Methods:
- Recruitment from a specialized pediatric stroke program.
- Administration of standardized neuropsychological tests.
- Collection of parent-rated measures and academic report card data.
Main Results:
- Pediatric stroke survivors showed deficits in processing speed, verbal reasoning, and core academic skills (reading, writing, math).
- Combined cortical-subcortical lesions were associated with lower nonverbal reasoning scores.
- Stroke survivors were more likely to need extra school help, accommodations, and have learning disability diagnoses.
Conclusions:
- Pediatric stroke significantly impacts academic performance and necessitates tailored educational support.
- Lesion location did not consistently predict cognitive or academic outcomes.
- The study provides a nuanced understanding of the long-term academic consequences of pediatric stroke.
Abstract:
An important cause of acquired brain injury in children, pediatric ischemic stroke can cause sequelae across a wide range of cognitive domains, including verbal reasoning and processing speed. As a result, survivors are especially vulnerable to academic difficulties and face unique challenges compared to their peers. Despite this knowledge, pediatric stroke remains an understudied neurological condition, and its impact on school functioning poorly understood. The present clinical study addressed academic outcome in this population using a multifaceted approach. Patients were recruited for participation from the Children's Stroke Program at the Hospital for Sick Children in Toronto, Canada. A battery of standardized neuropsychological tests was administered, and additional data was collected through parent-rated measures and review of recent academic report cards. Compared to peers, youth with stroke exhibited deficits in processing speed, verbal reasoning, and core academic skills spanning reading, reading comprehension, writing, and math. Lesion laterality did not affect cognitive and academic scores. Youth with a combined cortical-subcortical lesion scored lower on a test of nonverbal reasoning compared to youth with either cortical or subcortical lesions. Compared to healthy peers, the pediatric stroke group was more likely to report requiring extra help at school, accommodations, individual education plans, and assistive technology. They were also more likely to be diagnosed with a learning disability, but not Attention Deficit/Hyperactivity Disorder. Nonverbal reasoning skills, school grades, and school-related quality of life were comparable between groups. The present study contributed to a more nuanced understanding of the impact of pediatric stroke on academic outcome.
