Evidence map›Paper›PMID 40484626›Full record

ArticleArchives of disease in childhood. Fetal and neonatal edition2025

School outcomes after HIE: a population-based cohort study.

Philippa Rees, Mithilesh Dronavalli, Ben Carter, Barbara Bajuk, Lucinda Burns, Michelle Dickson, John Eastwood, Sadia Hossain, Kate Lawler, Evelyn Lee and 7 more

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Article in Archives of disease in childhood. Fetal and neonatal edition, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

17 authors.

Philippa ReesPopulation Policy and Practice, University College London Institute of Child Health, London, UK p.rees@ucl.ac.uk.ORCID http://orcid.org/0000-0002-1074-5837
Mithilesh DronavalliTranslational Health Research Institute, Western Sydney University, Penrith, New South Wales, Australia.
Ben CarterDepartment of Biostatistics and Health Informatics, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Barbara BajukNSW Pregnancy and Newborn Services Network, Sydney Children's Hospitals Network, St Pauls, New South Wales, Australia.
Lucinda BurnsNational Drug and Alcohol Research Centre, University of New South Wales, Randwick, New South Wales, Australia.
Michelle DicksonThe Poche Centre for Indigenous Health, The University of Sydney Faculty of Medicine and Health, Sydney, New South Wales, Australia.
John EastwoodNational Public Health Service, Te Whatu Ora-Health New Zealand, Dunedin, New Zealand.
Sadia HossainTranslational Health Research Institute, Western Sydney University, Penrith, New South Wales, Australia.
Kate LawlerDiscipline of Paediatrics and Child Health, School of Clinical Medicine, University of New South Wales, Sydney, New South Wales, Australia.ORCID http://orcid.org/0009-0005-4421-6289
Evelyn LeeCentre for Social Research in Health, University of New South Wales, Sydney, New South Wales, Australia.
Sithum MunasingheTranslational Health Research Institute, Western Sydney University, Penrith, New South Wales, Australia.
Andrew PageTranslational Health Research Institute, Western Sydney University, Penrith, New South Wales, Australia.
Hannah UebelDiscipline of Paediatrics and Child Health, University of New South Wales, Sydney, New South Wales, Australia.
Lauren DicairPrivate Practice, Havertown, Pennsylvania, USA.
Charles GreenAlpha Maxx Healthcare, Memphis, Tennessee, USA.
Chris GaleAcademic Neonatal Medicine, School of Public Health, Imperial College London, London, UK.ORCID http://orcid.org/0000-0003-0707-876X
Ju Lee OeiDepartment of Newborn Care, Royal Hospital for Women, Randwick, New South Wales, Australia.ORCID http://orcid.org/0000-0002-7799-3771

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectiveTo study the school performance of children with hypoxic ischaemic encephalopathy (HIE) relative to population controls from childhood to early adolescence.

designPopulation-based cohort study.

settingNew South Wales, Australia. PATIENTS: All 564 159 live-born infants ≥35 weeks' gestation born between 2008 and 2013 were eligible; 550 with HIE and 558 355 population controls. EXPOSURE: Mild, moderate-severe HIE.

main outcome measuresNational school assessment performance at 8-9, 10-11 and 12-13 years. SECONDARY OUTCOMES: reading, writing, spelling, grammar and numeracy scores at these ages. Linear regression models estimated the adjusted mean difference (aMD) at each timepoint. Hierarchical growth-curve modelling assessed academic trajectories (adjusted β).

resultsChildren with moderate-severe HIE had significantly lower total z-scores compared with controls at 8-9 years (aMD -0.70; 95% CI -0.84 to -0.52), 10-11 years (aMD -0.96; 95% CI -1.19 to -0.57) and 12-13 years (aMD -0.82; 95% CI -1.12 to -0.53), especially in reading and writing. The gap in overall mean scores remained fixed over time. Despite a lower likelihood of passing each year compared with controls, most infants with moderate-severe HIE passed each year (n=103, 62.4%). Children with mild HIE did not perform significantly differently from controls at 8-9 years (aMD -0.09; 95% CI -0.32 to 0.15), although there was a signal of worsening performance with age (β=13.54; 95% CI -21 to -6.07).

conclusionsChildren with moderate-severe HIE perform at a lower academic level than their peers, yet most meet national standards up to early adolescence. In contrast, children with mild HIE perform on par with their peers. This information is crucial for families: providing reassurance and a basis for needed support.

Indexed as

EpidemiologyFollow-Up StudiesNeonatology

Identifiers

PMID40484626
PMCPMC13479228

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.