Journal of paediatrics and child health · 2026
Educational Outcomes at 7, 11 and 16 Years of Age for Children Born Small for Gestational Age: Results From the Auckland Birthweight Collaborative Study.
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Searchfield Alexia K, Milne Barry, Waldie Karen E, Slykerman Rebecca F, Murphy Rinki, Mitchell Edwin A, Thompson John M D
Аннотация
AIM: Small for gestational age (SGA) has been linked to lower school achievement in childhood. However, this association has only been shown consistently in preterm-SGA cohorts. This paper aims to determine whether being born SGA at term is associated with school performance at 7, 11 and 16 years of age.
METHODS: n = 871 children born at term (n = 433 small-for-gestational-age [SGA] and n = 438 appropriate for gestational age [AGA]) had education outcomes analysed at age 7 (n = 265 SGA, n = 304 AGA), 11 (n = 200 SGA, n = 218 AGA) and 16 (n = 152 SGA, n = 185 AGA). The outcomes studied were the risk of below-average achievement in oral comprehension, written comprehension and mathematics at 7 and 11 years of age, and the risk of not achieving final secondary school qualifications at 16. Binary and multinomial logistic regression were performed.
RESULTS: SGA children score below-average in written comprehension at 7 (OR 1.71, CI 1.04-2.80) and oral comprehension at 11 (OR 2.10, CI 1.22-3.62). These associations were not statistically significant once adjusted for confounders (written comprehension at 7 aOR 1.54, CI 0.89-2.69; oral comprehension at 11 aOR 1.79, CI 0.99-3.25). There was no statistically significant difference in secondary school achievement (OR 0.80, 95% CI 0.45-1.42) between SGA and AGA children.
CONCLUSIONS: Our results show that being born SGA at term does not independently increase the risk of below-average performance at ages 7, 11 or 16 after adjusting for known social and environmental confounders. However, clinicians should maintain active surveillance for term SGA infants, particularly when co-occurring environmental or maternal risk factors are present.
METHODS: n = 871 children born at term (n = 433 small-for-gestational-age [SGA] and n = 438 appropriate for gestational age [AGA]) had education outcomes analysed at age 7 (n = 265 SGA, n = 304 AGA), 11 (n = 200 SGA, n = 218 AGA) and 16 (n = 152 SGA, n = 185 AGA). The outcomes studied were the risk of below-average achievement in oral comprehension, written comprehension and mathematics at 7 and 11 years of age, and the risk of not achieving final secondary school qualifications at 16. Binary and multinomial logistic regression were performed.
RESULTS: SGA children score below-average in written comprehension at 7 (OR 1.71, CI 1.04-2.80) and oral comprehension at 11 (OR 2.10, CI 1.22-3.62). These associations were not statistically significant once adjusted for confounders (written comprehension at 7 aOR 1.54, CI 0.89-2.69; oral comprehension at 11 aOR 1.79, CI 0.99-3.25). There was no statistically significant difference in secondary school achievement (OR 0.80, 95% CI 0.45-1.42) between SGA and AGA children.
CONCLUSIONS: Our results show that being born SGA at term does not independently increase the risk of below-average performance at ages 7, 11 or 16 after adjusting for known social and environmental confounders. However, clinicians should maintain active surveillance for term SGA infants, particularly when co-occurring environmental or maternal risk factors are present.