Primal Health Databank: Study
| Entry No: | 1040 |
| Title: | Implications of caesarean section for children's school achievement: A population-based study. |
| Author(s): | Smithers LG, Mol BW, et al |
| Reference: | Aust N Z J Obstet Gynaecol. 2016 Aug;56(4):374-80. doi: 10.1111/ajo.12475. Epub 2016 Jun 15. |
| Place of Study: | Australia |
| Abstract: | This population-based observational study involved linkage of routinely collected perinatal data with children's school assessments. Perinatal data included all children born in South Australia from 1999 to 2005. Participants were children born by elective caesarean (exposed, n = 650) or vaginal birth (unexposed, n = 2959), to women who previously had a caesarean delivery. School assessments were reported via a standardised national assessment program for children attending grade three (at ~eight years of age). Assessments included reading, writing, spelling, grammar and numeracy and were categorised according to performing at above or ≤National Minimum Standards (NMS). Statistical analyses involved augmented inverse probability weighting (apiw) and accounted for a range of maternal, perinatal and sociodemographic characteristics.
:Children performing ≤NMS for vaginal birth versus caesarean section were as follows: reading 144/640 (23%) and 688/2921 (24%), writing 69/636(11%) and 351/2917 (12%), spelling 128/646 (20%) and 684/2937 (23%), grammar 132/646 (20%) and 655/2937 (22%), and numeracy 151/634 (24%) and 729/2922 (25%). Both the raw data and the aipw analyses suggested little differences in school achievement between children born by caesarean versus vaginal birth.
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| Keyword(s): | caesarean, cesarean, literacy, numeracy, school performance |
| Discussion: | No discussion mentioned for this entry |
| See Also: | No related entries mentioned for this entry |
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