The Risk for Impaired Learning-related Abilities in Childhood and Educational Attainment Among Adults Born Near-term

ObjectiveTo examine whether near-term births (NTB) and small-for-gestational-age (SGA) infants are at high risk for childhood learning-related problems and poor adult educational attainment, and whether poverty amplifies the adverse effects of NTB and SGA on those outcomes.MethodsA randomly selected birth cohort (n 1,619) was followed into adulthood. IQ and learning abilities were measured in childhood and educational attainment was measured in adulthood.ResultsNTB (n 226) and SGA (n 154) were associated with lower educational attainment mediated through learning-related abilities at age 7. Childhood poverty moderated the impact of NTB on educational attainment both directly and mediated through lower learning-related abilities. Poverty did not moderate the effect of SGA.ConclusionsPoorer learning-related outcomes and educational attainment were not limited to children born very (32 weeks) or extremely (28 weeks) preterm, especially among those living in poverty. Targeted interventions such as remedial learning during childhood among NTB in poor families may yield higher educational attainment.