Objective:

To understand the association of preterm birth risk factors with school readiness and educational attainment in children born extremely preterm.

Approach:

• Study Design: A retrospective cohort study linking data from the National Neonatal Research Database (NNRD) and the National Pupil Database (NPD) to assess educational outcomes in children born preterm.
• Cohort Description: Included children born <32 weeks gestational age in England between 2008 and 2012, who survived to discharge and had linked neonatal and education records.
• Outcome Measures: Binary indicators of meeting expected educational levels at ages 5, 6, and 7 years based on statutory assessments.
• Data Analysis: Outcomes were stratified by gestational age groups and assessed for associations with various maternal and neonatal risk factors.

Key Findings:

• Preterm birth is associated with a higher risk of educational underachievement.
• Socioeconomic disadvantage influences developmental outcomes in children born preterm.
• Certain maternal and neonatal risk factors modify the association between gestational age and educational outcomes.

Interpretation:

Understanding the interplay of biological and social factors is crucial for addressing educational challenges faced by children born extremely preterm.

Limitations:

• The study may not capture all relevant maternal and neonatal variables influencing educational outcomes.
• Findings may not be generalizable beyond the UK context.

Conclusion:

Identifying the contributions of perinatal medical factors and social disadvantage is essential for developing strategies to support children born preterm.

Sources:

• National Neonatal Research Database
• National Pupil Database