Abstract
The study by Benavente-Fernandez et al1 investigated the association of maternal education as a marker of socioeconomic status (SES) and complications related to very preterm birth, such as chronic lung disease (CLD), intraventricular hemorrhage (IVH), and reduced white matter volume (WMV), with cognitive development in preschool-aged children. The study found that within the very preterm group, maternal education at time of birth was similar in effect size to indicators of brain injury, such as WMV or IVH. In plain language, having a mother with a primary- or secondary-school education, compared with a mother who has a postgraduate education, has the same adverse association with the intelligence of offspring as if the child had experienced severe IVH or CLD. In contrast, maternal education was not found to be associated with motor development. Rather, being small for gestational age and having severe IVH, CLD, or reduced WMV were the best predictors.
Highlights
The study by Benavente-Fernández et al[1] investigated the association of maternal education as a marker of socioeconomic status (SES) and complications related to very preterm birth, such as chronic lung disease (CLD), intraventricular hemorrhage (IVH), and reduced white matter volume (WMV), with cognitive development in preschool-aged children
The findings by Benavente-Fernández et al[1] are consistent with results from a 2015 systematic review,[4] which showed that a low level of parental education is among the strongest predictors of poor overall cognitive outcomes in very preterm children
The adverse association of moderate to severe brain injury with intelligence from childhood to adulthood has been consistently reported in longitudinal studies.[5]
Summary
The study by Benavente-Fernández et al[1] investigated the association of maternal education as a marker of socioeconomic status (SES) and complications related to very preterm birth, such as chronic lung disease (CLD), intraventricular hemorrhage (IVH), and reduced white matter volume (WMV), with cognitive development in preschool-aged children. If high SES is a protective factor, it would be associated with higher intelligence in high-risk (eg, very preterm) and low-risk (eg, term) children.
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