ArticlePaediatric and perinatal epidemiology2021
The role of parental education on the relationship between gestational age and school outcomes.
Article in Paediatric and perinatal epidemiology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 2 of them syntheses that pooled it.
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Who cites it
6 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- How do socioeconomic inequalities and preterm birth interact to modify health and education outcomes? A narrative systematic review.BMJ open · 2025Pooled it
- Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review.Frontiers in psychology · 2023Pooled it
- Uneven Impact of Maternal Education at Birth on High School Grades of Black and White Students.Open journal of educational research · 2025Article
- Offspring school performance at age 12 after induction of labor vs non-intervention at term: A linked cohort study.Acta obstetricia et gynecologica Scandinavica · 2023Article
- Gestational age at birth and academic attainment in primary and secondary school in England: Evidence from a national cohort study.PloS one · 2022Article
- The role of parental education on the relationship between gestational age and school outcomes.Paediatric and perinatal epidemiology · 2021Article
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Authors and funding
4 authors.
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Abstract
backgroundIndividuals born preterm may experience difficulties beyond the neonatal period, such as poorer school outcomes. However, whether these outcomes are modified by family factors is less well-known.
objectivesTo investigate whether parental educational level modify the relationship of gestational age with completion of final examinations and grade point average in compulsory education.
methodsThis nationwide register-based cohort study included singletons born in Denmark during 1995-2001. We investigated the differences in the associations between gestational age (24-44 weeks) and two school outcomes at 16 years according to parental educational level (lower (≤10 years), intermediate (11-13 years), and higher (>13 years)). Mixed-effect logistic regression and mixed-effect linear regression were used to model completion of final examination and grade point average, respectively.
resultsOf the 425 101 singletons, 4.7% were born before 37 weeks. The risk of not completing final examination increased with shorter gestational age and lower parental educational level. For instance, among adolescents whose parents had a lower educational level, the risk increased from 23.9% (95% CI, 23.1, 24.6) for those born in week 40 to 36.6% (95% CI, 31.5, 42.1) for those born in week 28. For adolescents whose parents had a higher educational level, the corresponding risk increase was 5.9% (95% CI, 5.7, 6.1) to 10.5% (95% CI, 8.6, 12.8), respectively. Grade point average decreased with shorter gestational age in adolescents born before 30 weeks and with lower parental educational level. The associations between gestational age and grade point average were similar across parental educational levels. For completions of final examination, the associations with gestational age were weaker with higher parental educational level.
conclusionsShorter gestational age and lower parental educational level were associated with poorer school outcomes. Our findings suggest that parental educational level mitigates the adverse effects of shorter gestational age on some school outcomes.
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