Commentary on "Kindergarten classroom functioning of extremely preterm/extremely low birth weight children" or "Leaving no child behind: promoting educational success for preterm survivors"

Health and educational implications of prematurity in the United States: National Survey of Children's Health 2011/2012 data

BACKGROUND AND PURPOSE

Preterm birth is a significant public health issue, with children born prematurely experiencing educational and health difficulties throughout childhood. The aim of the descriptive secondary data analysis was to compare health implications and educational experiences in children born prematurely compared with children born at term.

METHODS

The 2011/2012 National Survey of Children's Health data set was explored using separate chi-square tests of homogeneity to investigate differences in the occurrence of chronic health conditions and educationally relevant outcomes: individualized family services plan/individualized education plan (IFSP/IEP), and grade repetition between children born prematurely compared with those born at term.

CONCLUSIONS

The six most frequently occurring chronic health conditions that disproportionally affected children born prematurely include the following: attention deficit disorder/attention deficit hyperactive disorder (odds ratio [OR], 1.59), anxiety (OR, 1.63), asthma (OR, 1.7), learning disability (OR, 2.07), speech problems (OR, 2.27), and developmental delay (OR, 3.17). Preterm birth negatively affects the educational experience of CBP as measured by increased report of IFSP/IEP and repeated grades across all age categories.

IMPLICATIONS FOR PRACTICE

All health care providers have an important role in preventing preterm birth and in supporting the children and families affected by preterm birth. Appreciation of the incidence and prevalence of the health conditions and educational difficulties associated with preterm birth is essential for facilitating access to appropriate resources. Beyond patient interactions, these modifiable yet additive factors should inform health policy and planning.

Educational Implications of Preterm Birth: A National Sample of 8- to 11-Year-Old Children Born Prematurely and Their Full-Term Peers

INTRODUCTION

Preterm birth remains a significant public health issue, with children born prematurely experiencing health and educational difficulties throughout childhood. The specific aim of this study was to evaluate the educational implications of actual or potential health risks of premature birth for children in middle childhood compared with children of the same age who were born at term.

METHODS

This descriptive study is a secondary analysis of the 2011/2012 National Survey of Children's Health, specifically an 8- to 11-year-old subset, comparing children identified as being born premature and those born at term. Educational and health outcome variables were explored.

RESULTS

Preterm birth negatively affects the educational experience of children born prematurely. Logistic modeling provides insight into predicting risk.

DISCUSSION

Collaboration between primary care providers, educators, and families is recommended to improve care coordination and address educational need of children born premature.