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Measuring the impact of deprivation on learning difficulties and behaviour among infants born preterm: A cohort study

Thomas C W Isaac1, Dawn Odd2, Martin Edwards1

  • 1Children's Hospital for Wales, Cardiff, UK.

Journal of Neonatal-Perinatal Medicine
|September 18, 2023
PubMed

Insights

Children born preterm face higher risks of learning difficulties, especially those from socially deprived backgrounds. While social deprivation did not worsen preterm risks, the most deprived preterm infants showed the highest learning difficulty rates.

Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Public Health

Background:

  • Preterm birth and social deprivation are established risk factors for learning difficulties.
  • The interplay between these two significant risk factors remains underexplored.
  • This study investigates the combined impact of preterm birth and social deprivation on learning difficulties.

Purpose of the Study:

  • To determine if children born preterm to socially deprived families experience a disproportionately higher rate of learning difficulties compared to those from less deprived backgrounds.
  • To analyze the interaction effect between preterm birth and social deprivation on the risk of learning difficulties.

Main Methods:

  • Utilized data from the Respiratory And Neurological Outcomes in children born Preterm Study (RANOPS).
  • Employed multi-level logistic regression models to assess the effects of gestational age and social deprivation on learning difficulties.
  • Primary outcome was parent-reported learning difficulties; secondary outcomes included behavioral problems and special educational needs statements.

Main Results:

  • Analysis included 6,691 infants, surveyed at a median age of 5 years.
  • Both social deprivation (OR 1.08) and preterm birth (OR 2.67) were significantly associated with an increased risk of learning difficulties.
  • No significant interaction was found between preterm birth and social deprivation regarding learning difficulties (p=0.298).

Conclusions:

  • Both social deprivation and preterm birth independently increase the risk of learning difficulties.
  • Social deprivation does not appear to amplify the risk associated with preterm birth.
  • However, preterm infants residing in the most deprived areas exhibit the highest prevalence of learning difficulties, with nearly one-third of extremely preterm infants in these areas experiencing learning challenges.
Abstract

Keywords:
Child developmentepidemiologyneonatologypublic healthstatistics

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