Children's Educational Outcomes Research Articles

Associations between maternal exposure to surgery or pregnancy exposure to fluorinated anesthetics and children's cognitive development and educational outcomes.

A transgenerational, epigenetic effect of anesthesia, particularly fluorinated agents, has been examined in rat models, but translation to humans is unclear. This study examined associations of maternal lifetime exposure to anesthesia and pregnancy exposure to fluorinated anesthetics with child cognitive and educational outcomes. Women in the US Collaborative Perinatal Project (1959-1963) reported lifetime history of surgeries, and the obstetric record captured pregnancy exposure to anesthetics. Children were followed to age 7 for global cognitive ability and educational outcomes (n=47,977). Logistic and linear regressions were adjusted for maternal and child birth years, race and ethnicity, smoking, education, parity, study site. Many outcomes were not associated with exposure to maternal surgery that occurred at various life stages. However, maternal surgery in early childhood was associated both with being in a special school or not in school (adj OR=1.42; 95% CI 1.02, 1.98) and with slightly better cognitive ability across childhood (e.g., WISC IQ (adj β=0.59; CI 0.13, 1.04) (especially among boys)). Maternal surgery in puberty was associated with slightly lower IQ (adj β= -0.42; CI -0.79, -0.05) and poorer spelling at age 7. Children's prenatal exposure to fluorinated anesthetics was associated with slightly better spelling ability (adj β = 1.20; CI 0.02, 2.38) but lower performance IQ at age 7 (only among boys, adj β=-1.97; CI -3.88, -0.06). This study shows inconsistent evidence of effects of maternal exposure to surgery or prenatal exposure to fluorinated agents on child developmental and educational outcomes Residual confounding by indication and socioeconomic status may explain observed associations.

Early childhood educational outcomes of children associated with vaginal birth after cesarean delivery

Rates of vaginal birth after cesarean delivery have decreased and cesarean delivery rates have increased in the last 2 decades. Evidence on short-term neonatal outcomes is available, but data on long-term childhood outcomes following vaginal birth after cesarean delivery are insufficient. Long-term childhood outcome data are essential in decision-making regarding mode of delivery. This study aimed to evaluate the association between delivery mode and long-term educational outcomes of the children of pregnant individuals with a previous cesarean delivery. This was a retrospective cohort study linking Rhode Island third-grade education data from 2014 to 2017 to birth certificate data. Data were obtained from a statewide database using Department of Education data, and were linked to Department of Health birth certificate data. Participants were children of multiparous women who were term, singleton births without congenital anomalies. Children delivered by primary cesarean delivery were excluded. The exposure was mode of delivery classified as vaginal birth after cesarean delivery, repeated cesarean delivery, or repeated vaginal birth. The primary outcome was children's third-grade reading and math proficiency. Bivariate analyses were conducted to assess differences in demographic variables. Bivariable and multivariable log-binomial regression was used to examine the association between subject proficiency and predictors including mode of delivery, maternal education, sex, child race or ethnicity, and lunch subsidy. Of the 10,923 children who met the inclusion criteria, 2.0% were delivered by vaginal birth after cesarean delivery, 22.0% by repeated cesarean delivery, and 76.0% by repeated vaginal delivery. After adjustment for confounders, there was no difference in reading proficiency (adjusted risk ratio, 0.98; 95% confidence interval, 0.84-1.15) or math proficiency (adjusted risk ratio, 0.99; 95% confidence interval, 0.84-1.15) between those born by vaginal birth after cesarean delivery and those born by repeated cesarean delivery. There was no difference found in either proficiency between children born by repeated vaginal birth and those born by repeated cesarean delivery (reading: adjusted risk ratio, 0.97; 95% confidence interval, 0.93-1.01; math: adjusted risk ratio, 0.97; 95% confidence interval, 0.92-1.02). In comparison with repeated cesarean delivery, both vaginal birth after cesarean delivery and repeated vaginal birth were not associated with differences in educational outcomes. This may aid in counseling about long-term safety outcomes regarding vaginal birth after cesarean delivery and may assist in shared decision-making when selecting between trial of labor after cesarean delivery and repeated cesarean delivery.

Internal migration, children’s schooling and gender gaps in education

ABSTRACT In many sub-Saharan African countries, a large number of people migrate internally due to economic, demographic and political factors. We ask whether household mobility affects child educational outcomes and in what direction. Because girls and boys face different challenges in achieving education, and families often underinvest in girls’ human capital, we focus on gender differentials. We study the case of Uganda, a country where universal basic education and gender equality are still complicated goals. We use the National Panel Survey of 2005, 2009, 2010 and 2011 to develop fixed effects models of the relationship between mobility and children’s educational outcomes: school delay and attendance. We find that moving with the family during primary or lower secondary school decreases delay in schooling and increases school attendance for boys, while we do not find any significant effect for girls. We argue that our results confirm pro-male preferences of families, where girls do not benefit equally from the opportunities offered by internal migration. Expanding girls’ opportunities, as well as providing adequate services, are crucial steps in achieving gender equality in education.

Do all infants with congenital hearing loss meet the 1-3-6 criteria? A study of a 10-year cohort from a universal newborn hearing screening programme in Singapore

Objective To evaluate 1) the outcomes of a local universal newborn hearing screening (UNHS) programme and its audiological follow-ups at 3- and 6-month points, 2) the education outcomes of children with congenital hearing loss (CHL). Design Retrospective study that analysed data containing hearing screening, diagnosis, intervention and schooling information from electronic databases. Study sample Children aged 5 to 15 years old who were born between 2004–2014 and underwent UNHS in a local hospital. Results Over a 10-year cohort, 99.4% of 29,972 newborns underwent UNHS; approximately 90% of them were screened by 1 month of age. However, only 10% of the cohort strictly fulfilled the 1-3-6 criteria recommended by the Joint Committee on Infant Hearing. Lost to follow-up (LTF) rate was highest at post-diagnosis (35%). 80% of infants who were intervened between 6 and 48 months of age went to mainstream schools. The remaining 20% had additional disabilities or family factors. Conclusions A high UNHS coverage rate may not translate to meeting the 1-3-6 criteria. Despite ease of access to our healthcare system, LTF at post-diagnosis remained high. In the absence of additional disabilities or family factors, infants intervened during the sensitive window could still potentially make it into mainstream schools.

The Impact of Flooding on Education of Children and Adolescents: Evidence from Pakistan

This study traces short- to long-term adverse effects of the colossal flood 2010 on educational outcomes of children and adolescents (age 5–16 years) in the flooded districts of Pakistan. Taking advantage of the flood — a type of quasi-natural experimental research design we utilized a difference-in-differences (DID) approach with inverse probability of treatment weights (IPTWs) to estimate the impact of the flood on educational outcomes by using a household surveys’ dataset (six waves). We compare educational outcomes out-of-school or dropout from school of — children and adolescents in the flooded households with the educational outcomes of individuals of same age groups in the non-flooded households before, during and after the flood. Our findings reveal that, on an average, 39 out of 1000 children and adolescents in the flooded districts, compared with their counterparts in the non-flooded districts, were not admitted in any educational institutions and 16 of them dropped out from schools during the flood. The effect of flood on education of children and adolescents, then, disappeared after 2–4 years after the flood. The education outcomes of children and adolescents in flooded households in rural areas compared with their peers in non-flooded districts were severely affected by the flood. Mirroring the impact of flood on education sector to the current heavy flood 2022 in Pakistan or pandemic COVID-19 is similarly compelling nations around the world for closure of their schools and educational institutions. The findings of this study may have some policy implications in terms of identifying the most vulnerable children and adolescents to mitigate the adverse impact of the natural disasters such as flood or pandemic on education outcomes and particularly significant to pinpoint shocks of disasters that have large and long-run impacts on human capital accumulation.

O-085 School-Age Outcomes Among IVF-Conceived Children: A Causal Inference Analysis Using Linked Population-Wide Data

Abstract Study question To determine the causal effect of in-vitro fertilisation (IVF) on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Summary answer The school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived peers. What is known already More than 8 million children have been conceived globally with the assistance of in-vitro fertilization (IVF). Large cohort studies have suggested an increase in the frequency of congenital abnormalities, autism spectrum disorder, developmental-delay and intellectual disability in children conceived via IVF. Educational and cognitive outcomes following IVF conception have not yet been adequately established. Two large Scandinavian studies (Norrman et al 2018 and Wienecke et al 2020) found poorer educational outcomes in children born after IVF-conception. Study design, size, duration Causal inference methods (based on the potential outcomes approach) were used to analyse observation data in a way that emulates the results of a target randomised clinical trial. The study cohort comprised state-wide linked maternal and childhood administrative data from Victoria, Australia. Participants/materials, setting, methods The study included singleton infants conceived spontaneously or via IVF and born between 2005-2014. The exposure of interest was conception via IVF, with those born after spontaneous conception as the control group. Two separate measures of childhood outcome were examined: The Australian Early Developmental Consensus (AEDC), (age 4-6); and the National Assessment Program – Literacy and Numeracy (NAPLAN) at age 7-9. We combined inverse probability weighting with regression adjustment to estimate population average causal effects. Main results and the role of chance The final cohort included 412,713 children across the two outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC outcome data, and 8,976 cases and 333,335 controls for NAPLAN data. The mothers of IVF-conceived children were older, more highly educated mothers, who lived in more socio-economic advantaged areas and were less likely to be from non-English speaking backgrounds. There was no causal effect of IVF-conception on the on the risk of developmental vulnerability at school-entry compared to spontaneously conceived children, as defined by AEDC metrics; with an adjusted risk difference of -0.3% (95% CI -3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7-9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, adjusted mean difference of 0.030 (95% CI -0.018 to 0.077) between IVF-conceived and spontaneously conceived children. Given the use of observational data, there were missing data and inherent differences in the covariate profile of the exposure cohorts. Multiple imputation and doubly robust inverse probability weighting regression adjustment modelling was utilised to allow a causal interpretation of results. Limitations, reasons for caution Children who did not attend school due to severe disability were not included, possibly leading to selection bias. It is possible that unmeasured common cause confounders could have led to bias in estimating the average treatment effects. Wider implications of the findings This study, in contrast to previous evidence, suggests that conception via IVF does not affect early childhood developmental and educational outcomes. These findings provide important reassurance for current and prospective parents, and clinicians alike. Trial registration number Not applicable

Assessing achievements in place-based initiatives – developing a tailor-made tool

Assessing achievements of place-based initiatives (PBIs) has become increasingly important in contemporary evaluation practice. While key characteristics of successful PBIs have been described in the literature, the practicalities of assessing implementation progress across multiple PBIs under the umbrella of a single program invoke complex challenges. This article presents the process used to develop a tool for assessing implementation progress across a 14-site PBI aimed at improving health and education outcomes for First Nations children in Australia. Sites included a mix of metropolitan, regional, remote and very remote locations around Australia and varying levels of PBI maturity. A literature scan identified the attributes of successful PBIs and indicators/measures that could be used to evaluate them. These attributes were condensed into eight domains, and a further two were added due to their importance for this evaluation. The identified indicators and measures were mapped against these domains to generate a question bank. A process of consistently rating sites against the measures relevant to each of them enabled the identification of achievements within each site, comparisons between sites and evaluation of the progress of the program overall. The development of this tool provides a case study for developing a practical, fit-for-purpose tool to evaluate PBIs.

Pedagogıcal Aspects of Famıly Functıonıng

Various changes in the conditions of social functioning also affect family functioning. Respecting the personality and autonomy of the individual, the connection between the quality of family functioning and educational outcomes of children cannot be neglected. The pedagogical influence of the family on the individual is recognizable by the adopted value orientations and social norms, models of behaviour, learning strategies, ways of distributing power and taking responsibility; communication and ways of solving problem situations, as well as flexibility and expressiveness. Understanding family functions (economic, socio-emotional, religious, reproductive”¦) and their simultaneous impact on children, it is unjustified to interpret children's educational outcomes based on separate aspects of family functioning. Relevant research indicates that a number of latent and intervening variables are associated with children's educational outcomes, and therefore the family is accepted as a nonlinear dynamic system, so changes and children's outcomes are certain, but not easily predictable.

Temporary Stays and Persistent Gains: The Causal Effects of Foster Care

Six percent of children in the United States enter foster care by age 18. We estimate the effects of foster care on children's outcomes by exploiting the quasi-random assignment of child welfare investigators in Michigan. We find that foster care improved children's safety and educational outcomes. Gains emerged after children exited the foster system when most were reunified with their birth parents, suggesting that improvements made by their parents were an important mechanism. These results indicate that safely reducing the use of foster care, a goal of recent federal legislation, requires more effective in-home, prevention-focused efforts. (JEL H75, I21, J13, K42)

Partnering to Improve Pediatric Asthma Quality.

Partnering to Improve Pediatric Asthma Quality.

School playgroups: Which features of provision matter?

AbstractThis paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high‐performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas.

The role of resilience processes in education and well-being outcomes for separated children in Uganda: Exploring street-connected children’s pathways through a resilience-based programme and beyond

This article explores the role resilience processes play in education and well-being outcomes for street-connected children. It draws on research and practice undertaken as part of the Building with Bamboo Programme (BwB) on resilience. BwB investigated the forms a resilience-based approach might usefully take in practice, the effect this has on promoting resilience in children, and how this resilience leads to improved outcomes in their lives. Our article draws specifically on the experiences of street-connected children who were involved in such approaches as part of programmes at S.A.L.V.E. International, Uganda between 2016 and 2018. Drawing on individual street-connected children’s resilience pathways through BwB and beyond, the article unpacks the connections between resilience processes and improved educational and well-being outcomes. It outlines how programme activities were developed and nurtured through cycles of learning and innovation to continually evolve existing strength-based programme practice with street-connected children whilst extending this work into the wider systems around children including peer networks, organisations, families and communities.

Establishing risk factors and outcomes for congenital hypothyroidism with gland in situ using population-based data linkage methods: study protocol

IntroductionThere has been an increase in the birth prevalence of congenital hypothyroidism (CH) since the introduction of newborn screening, both globally and in the UK. This increase can be accounted...

Implementation of Martyrdom Values of Surah Al-Fatihah Verse 5 in Achieving Children's Educational Goals

This study aims to determine the relationship between the ability to read the Qur'an and students' interest in learning with the learning outcomes of children's education. The problem in this study is implementing Children's Education at SD Negeri Mulyasari. II Dusun Kampungsawah, Mulyasari. The village, Ciampel District, has not been optimally implemented because, (i) religious lessons are generally taught only 2 hours per week, on average, (ii) background understanding and appreciation of diverse Islamic life, (iii) understanding that children's education lessons do not contribute directly to the skills required in the world of work. These problems impact the knowledge, attitudes, and skills of children's education outcomes which are still not optimal. This study uses quantitative methods with data collection techniques by distributing questionnaires, and data analysis is carried out after completing data collection and using statistics to test hypotheses. Reciting Al-Qur'an; (2) data on students' interest in PAUD learning is carried out by distributing questionnaires; (3) PAUD results in data are taken from the final school exam scores for the 2021 academic year. Students with good reading skills in Children's Education tend to have high learning outcomes. Student learning interest is significantly related to student achievement in Children's Education lessons. There is a positive relationship between the variables in this study simultaneously, namely the Qur'an. They are reading ability and interest in learning, with student achievement in Children's Education subjects.

Fathers' Multiple-Partner Fertility and Children's Educational Outcomes.

Fathers' multiple-partner fertility (MPF) is associated with substantially worse educational outcomes for children. We focus on children in fathers' second families that are nuclear: households consisting of a man, a woman, their joint children, and no other children. We analyze outcomes for almost 75,000 Norwegian children, all of whom lived in nuclear families until at least age 18. Children with MPF fathers are more likely than other children from nuclear families to drop out of secondary school (24% vs. 17%) and less likely to obtain a bachelor's degree (44% vs. 51%). These gaps remain substantial-at 4 and 5 percentage points, respectively-after we control for child and parental characteristics, such as income, wealth, education, and age. Resource competition with the children in the father's first family does not explain the differences in educational outcomes. We find that the association between a father's previous childless marriage and his children's educational outcomes is similar to that between a father's MPF and his children's educational outcomes. Birth order does not explain these results. This similarity suggests that selection is the primary explanation for the association between fathers' MPF and children's educational outcomes.

Nurse-led home-visitation programme for first-time mothers in reducing maltreatment and improving child health and development (BB:2-6): longer-term outcomes from a randomised cohort using data linkage

ObjectivesMeasure effectiveness of family nurse partnership (FNP) home-visiting programme in reducing maltreatment and improving maternal health and child health, developmental and educational outcomes; explore effect moderators, mediators; describe costs.DesignFollow-up of...

The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review

Parental substance use, that is alcohol and illicit drugs, can have a deleterious impact on child health and wellbeing. An area that can be affected by parental substance use is the educational outcomes of children. Current reviews of the literature in the field of parental substance use and children's educational outcomes have only identified a small number of studies, and most focus on children's educational attainment. To grasp the available literature, the method from Arksey and O’Malley (2005) was used to identify literature. Studies were included if they were empirical, after 1950, and focused on children’s school or educational outcomes. From this, 51 empirical studies were identified which examined the relationship between parental alcohol and illicit drug use on children’s educational outcomes. Five main themes emerged which included attainment, behavior and adjustment, attendance, school enjoyment and satisfaction, academic self-concept, along with other miscellaneous outcomes. This paper highlights the main findings of the studies, the gaps in the current literature, and the challenges presented. Recommendations are made for further research and interventions in the areas of parental substance use and child educational outcomes specifically, but also for broader areas of adversity and child wellbeing.

Pediatrician-Prescribed Grocery Delivery for Families Facing Food Insecurity.

Food insecurity (FI) causes worse health and education outcomes for children. Screening for FI is feasible and acceptable during well-child visits. Standard protocols, upon positive screen, refer families to community resources, such as food pantries, but followthrough rates are low. Good Apple (GA) was developed to deliver fresh produce and pantry staples to the homes of families facing FI, as identified by pediatricians. Good Apple uses a two-sided, self-sustaining business model: a subscription-based produce delivery service generates revenue from paying customers, which funds free grocery delivery services for families facing FI. The program works with (1) local farmers to rescue and redistribute unsold fruits and vegetables; (2) local food pantries to supplement deliveries with proteins, grains, and dairy; and (3) pediatricians who prescribe GA to families facing FI. Good Apple helps food pantries reach more clients; empowers pediatricians with closed-loop referrals; and delivers healthy food to families facing FI and transportation barriers.

Migrant Parental Decisions on Taking Children and Children's Educational Outcome in China

Migrant Parental Decisions on Taking Children and Children's Educational Outcome in China

Can a combination of interventions accelerate outcomes to deliver on the Sustainable Development Goals for young children? Evidence from a longitudinal study in South Africa and Malawi.

This study aimed to identify possible entry points for interventions that can act as development accelerators for children and adolescents in South Africa and Malawi. This study was a secondary data analysis. Data were sourced from the Child Community Care longitudinal study which tracked child well-being outcomes among 989 children (4-13 years) and their caregivers affected by HIV and enrolled in community-based organizations in South Africa and Malawi. We examined associations between five hypothesized accelerating services/household provisions-measured as access at baseline and follow-up and 12 child outcomes that relate to indicators within the Sustainable Development Goals (SDGs) framework. We calculated the adjusted probabilities of experiencing each SDG aligned outcome conditional on receipt of single, combined or all identified accelerators. The results show household food security is associated with positive child education and cognitive development outcomes. Cash grants were positively associated with nutrition and cognitive development outcomes. Living in a safe community was positively associated with all mental health outcomes. Experiencing a combination of two factors was associated with higher probability of positive child outcomes. However, experiencing all three accelerators was associated with better child outcomes, compared with any of the individual factors by themselves with substantial improvements noted in child education outcomes. Combined delivery of specific interventions or services may yield greater improvements in child outcomes across different developmental domains. It is recommended that multiple support avenues in combination like improving food security and safe communities, as well as social protection grants, should be provided for vulnerable children to maximize the impact.