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The association between birth by caesarean section at term and offspring cognitive and academic performance: A birth

Julie A Blake1,2,3, Anita Pelecanos4, Jake M Najman3

  • 1Child and Youth Mental Health Group, QIMR Berghofer Medical Research Institute, Herston, Queensland, Australia.

The Australian & New Zealand Journal of Obstetrics & Gynaecology
|July 5, 2021
PubMed

Insights

Caesarean section (CS) birth does not impact offspring cognitive or academic performance. This study found no significant long-term differences in cognitive abilities or academic achievement between children born via CS and those born vaginally.

Area of Science:

  • Obstetrics
  • Developmental Psychology
  • Pediatrics

Background:

  • Caesarean section (CS) is linked to adverse maternal and offspring health outcomes.
  • Previous research on CS and offspring cognitive/academic performance is inconsistent and limited.

Purpose of the Study:

  • To compare cognitive and academic performance in offspring delivered via CS versus vaginal birth.
  • Assess performance in childhood and early adulthood.

Main Methods:

  • Longitudinal birth cohort study of 4327 mother-offspring pairs.
  • Cognitive assessment using PPVT-R (ages 5, 21) and Raven's matrices (age 14).
  • Academic achievement measured by WRAT (age 14).

Main Results:

  • No statistically significant association between birth mode and cognitive performance at age five (P=0.11).
  • Elective CS showed a small, non-significant deficit (-2.2) in PPVT-R scores at age five.
  • No cognitive or academic performance differences observed at ages 14 and 21.

Conclusions:

  • Birth mode is not significantly associated with offspring cognitive or academic performance.
  • This study refutes concerns of CS negatively impacting cognitive development.
Abstract

Keywords:
academic achievementmaternal healthobstetricsterm birth

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