Educational achievement of children with selected major congenital anomalies and associated factors: a Finnish registry-based study

Author:

Roustaei Zahra1ORCID,Heino Anna2,Kiuru-Kuhlefelt Sonja2,Morris Joan K3,Glinianaia Svetlana V4,Garne Ester5,Loane Maria6,Rankin Judith4,Gissler Mika278ORCID

Affiliation:

1. Department of Health Sciences, University of Helsinki , Helsinki, Finland

2. Department of Knowledge Brokers, THL Finnish Institute for Health and Welfare, Helsinki , Finland

3. Population Health Research Institute, St George's, University of London , London, UK

4. Population Health Sciences Institute, Newcastle University , Newcastle upon Tyne, UK

5. Paediatric Department, Hospital Lillebælt , Kolding, Denmark

6. Faculty of Life and Health Sciences, Ulster University , Belfast, UK

7. Academic Primary Health Care Centre , Region Stockholm, Stockholm, Sweden

8. Department of Molecular Medicine and Surgery, Karolinska Institute , Stockholm, Sweden

Abstract

Abstract Background Children with major congenital anomalies may be at risk of poor educational outcomes. We aimed to evaluate the educational achievement of children born with major congenital anomalies compared with children without major congenital anomalies in relation to sociodemographic factors. Methods We performed a registry-based study including 401 544 children in Finland, graduates of the compulsory school who applied to secondary education. We used health data from the Finnish Register of Congenital Malformations for children born from 1995 to 2002 linked with education data from the Finnish Ministry of Education and Culture. We used generalized linear regression to compare the mean grade differences of children with specific major congenital anomalies and ‘All anomalies’ subgroup (major congenital anomalies, chromosomal syndromes, and multiple anomalies) with reference children. Results Children with major congenital anomalies were less likely to apply for further education than reference children (88.0% vs. 96.8%; odds ratio = 4.13; 95% confidence interval, 3.92–4.36). For most non-chromosomal congenital anomalies, children born with congenital anomalies had similar educational achievement to the reference children. For the ‘All anomalies’ subgroup, children with congenital anomalies had lower educational achievement than reference children. Among children with congenital anomalies, male sex, lower maternal educational levels and younger maternal age were associated with lower educational achievement. Conclusions For children applying to further education, most non-chromosomal congenital anomalies were not associated with lower educational achievement. Nevertheless, efforts are needed to improve educational achievement in children with major congenital anomalies associated with maternal sociodemographic background.

Funder

European Cohort of Children

European Union’s Horizon 2020

Publisher

Oxford University Press (OUP)

Subject

Public Health, Environmental and Occupational Health

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