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Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform

Mariane Sentenac 1 Valérie Benhammou 1 Ulrika Aden 2 Pierre-Yves Ancel 1 Leonhard Bakker 3 Hannah Bakoy 4, 5 Henrique Barros 6 Nicole Baumann 7 Josephine Funck Bilsteen 8, 9 Klaus Boerch 8 Ileana Croci 10 Marina Cuttini 10 Elizabeth Draper 11 Thomas Halvorsen 4, 12 Samantha Johnson 11 Karin Källén 13 Tuuli Land 14 Jo Lebeer 15 Liisa Lehtonen 16, 17 Rolf Maier 18 Neil Marlow 19 Andrei Morgan 1, 19 Yanyan Ni 7, 19 Katri Raikkonen 20 Anass Rtimi 1 Iemke Sarrechia 15 Heili Varendi 14 Maria Vollsaeter 4, 5 Dieter Wolke 7 Milla Ylijoki 16, 17 Jennifer Zeitlin 1
Abstract : Abstract Background Studies are sparse and inconclusive about the association between maternal education and cognitive development among children born very preterm (VPT). Although this association is well established in the general population, questions remain about its magnitude among children born VPT whose risks of medical and developmental complications are high. We investigated the association of maternal education with cognitive outcomes in European VPT birth cohorts. Methods We used harmonized aggregated data from 15 population-based cohorts of children born at <32 weeks of gestational age (GA) or <1500 g from 1985 to 2013 in 13 countries with information on maternal education and assessments of general development at 2–3 years and/or intelligence quotients between 4 and 15 years. Term-born controls (≥37 weeks of GA) were available in eight cohorts. Maternal education was classified as: low (primary/lower secondary); medium (upper secondary/short tertiary); high (bachelor’s/higher). Pooled standardized mean differences (SMDs) in cognitive scores were estimated (reference: high educational level) for children assessed at ages 2–3, 4–7 and 8–15 years. Results The study included 10 145 VPT children from 12 cohorts at 2–3 years, 8829 from 12 cohorts at 4–7 years and 1865 children from 6 cohorts at 8–15 years. Children whose mothers had low, compared with high, educational attainment scored lower on cognitive measures [pooled unadjusted SMDs: 2–3 years = −0.32 (95% confidence intervals: −0.43 to −0.21); 4–7 years = −0.57 (−0.67; −0.47); 8–15 years = −0.54 (−0.72; −0.37)]. Analyses by GA subgroups (<27 vs ≥27 weeks) in children without severe neonatal morbidity and term controls yielded similar results. Conclusions Across diverse settings and regardless of the degree of prematurity, low maternal education was associated with lower cognition.
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Submitted on : Friday, September 17, 2021 - 11:31:06 AM
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Mariane Sentenac, Valérie Benhammou, Ulrika Aden, Pierre-Yves Ancel, Leonhard Bakker, et al.. Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform. International Journal of Epidemiology, Oxford University Press (OUP), 2021, pp.dyab170. ⟨10.1093/ije/dyab170⟩. ⟨inserm-03347482⟩



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