Children in Denmark with cerebral palsy rarely complete elementary school
Signe V Pedersen1, Rikke Wiingreen2,3,4, Bo M Hansen3
1Department of Pediatrics and Adolescent Medicine, Copenhagen University Hospital-Rigshospitalet, Copenhagen, Denmark.
Developmental Medicine and Child Neurology
|March 28, 2023
Summary
Children with cerebral palsy (CP) face significant challenges in the Danish school system, with a high risk of not completing elementary education. Factors like motor impairments and intellectual deficits negatively impact their academic performance.
Area of Science:
- Pediatric Neurology
- Educational Psychology
- Public Health
Background:
- Cerebral palsy (CP) significantly impacts children's development and daily functioning.
- Inclusive education systems aim to support all students, but challenges remain for children with complex needs.
- Understanding school performance in children with CP is crucial for developing effective educational strategies.
Purpose of the Study:
- To investigate the school performance of children with cerebral palsy (CP) in Denmark.
- To identify factors associated with academic success or failure in children with CP within the school system.
Main Methods:
- Population-based cohort study of 818 children with CP and 417,731 controls, born 1997-2003.
- Data extracted from national registries, evaluating completion of 10 years of elementary school and grade point averages (GPAs).
- Statistical analyses included Mann-Whitney U tests and logistic regressions to determine odds ratios (ORs).
Main Results:
- Children with CP were significantly more likely to not complete elementary school (62.6% vs 12.4%, OR=11.85).
- Children with CP achieved lower GPAs (6.6 vs 7.3) compared to peers without CP.
- Comorbidities, maternal education, motor severity, and intellectual deficits were linked to poorer school outcomes in children with CP.
Conclusions:
- Danish children with CP experience substantial educational disparities, rarely completing elementary school despite supportive initiatives.
- The complexity of individual needs in CP presents challenges for inclusive educational environments.
- Intellectual impairment is a key predictor of poor school performance in children with CP, even with apparent normal intelligence and special educational support.
