Objective:

To examine the association of gestational age with educational outcomes at primary school age (8-9 years) and high school age (14-15 years) in a population-based cohort of Australian children, accounting for confounding at the family level.

Approach:

• Study Design: Cohort study using population-based data from children born in New South Wales and Victoria, Australia, with educational results from the National Assessment Program–Literacy and Numeracy (NAPLAN).
• Data Collection: Data linked from state administrative birth records, hospital admission data, and NAPLAN records, covering children born at 23 to 42 weeks’ gestation.
• Exposure and Outcome Measurement: Gestational age categorized into seven groups; educational outcomes assessed through NAPLAN scores in grades 3 and 9.

Key Findings:

• Children born at 34 to 39 weeks’ gestation showed no significant differences in educational outcomes compared to those born at 40 weeks after accounting for family-level confounding.
• Educational achievement differences previously attributed to gestational age may reflect unmeasured family factors rather than gestational age alone.

Interpretation:

The findings suggest that educational outcomes may not differ significantly among children born at various gestational ages when controlling for familial influences.

Limitations:

• The assessment of educational outcomes occurred at 16 years, which may not capture earlier differences.
• Unmeasured familial confounding factors may still exist.

Conclusion:

The study highlights the importance of considering family-level factors when evaluating the impact of gestational age on educational achievement.

Sources:

• Husby et al. 2023