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School achievement and behaviour of children who were small-for-dates at birth
Insights
Children small-for-dates (SFD) at birth show varied school achievement and behavior. Early slow head growth before 26 weeks gestation is linked to poorer academic outcomes and concentration issues.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
Background:
- Small-for-dates (SFD) infants are born with a birth weight below the 10th percentile for gestational age.
- Understanding the long-term developmental impact of intrauterine growth restriction is crucial for early intervention.
Observation:
- Teachers assessed school achievement and behavior in SFD children and controls.
- SFD children were grouped based on the gestational timing of slow head growth.
Findings:
- Children with head growth slowing before 26 weeks gestation had lower school achievement.
- Boys experiencing head growth deceleration between 27-34 weeks gestation also exhibited school-related difficulties.
- Teachers reported reduced concentration abilities in SFD children with early head growth deceleration.
Implications:
- The severity of prenatal growth restriction impacts school outcomes.
- Child sex and parental social class are additional factors influencing the academic and behavioral trajectory of SFD children.
- These findings highlight the need for tailored support for SFD children based on specific growth patterns and demographics.
Abstract:
School-teachers were asked to assess the school achievement and behaviour of 45 children who had been small-for-dates (SFD) at birth, and of 19 control children who had had a normal birthweight. The SFD children were divided into groups according to the stage in gestation at which slow head-growth began. Those whose head growth had slowed before 26 weeks gestation achieved less well at school than those who had had no evidence of slow intra-uterine head-growth. Their teachers also thought they were less able to concentrate. Boys (but not girls) whose head growth had slowed between 27 and 34 weeks gestation also had problems at school. The authors conclude that school achievement and behaviour of children who were small-for-dates at birth is related to the severity of slow growth before birth, the sex of the child and the social class of the parents.