Impact of parental separation or divorce on school performance in preterm children: A population-based study

• Published in: PloS one 2018-09, Vol.13 (9), p.e0202080-e0202080
• Main Authors: Nusinovici, Simon, Olliac, Bertrand, Flamant, Cyril, Müller, Jean-Baptiste, Olivier, Marion, Rouger, Valérie, Gascoin, Géraldine, Basset, Hélène, Bouvard, Charlotte, Rozé, Jean-Christophe, Hanf, Matthieu
• Format: Article
• Language: English
• Subjects: Academic achievement; Academic Performance - standards; Adaptation; Adjustment; Age; Autonomy; Behavior; Biology and Life Sciences; Child; Child & adolescent psychiatry; Child Development; Child, Preschool; Children; Children & youth; Children of divorced parents; Demographic aspects; Divorce; Educational aspects; Elementary schools; Families & family life; Female; Gestation; Gestational Age; Humans; Infant; Infant, Newborn; Infant, Premature; Infants; Life Sciences; Male; Manual dexterity; Marital separation; Marriage; Medicine; Medicine and Health Sciences; Motivation; Parents; Parents & parenting; Pediatrics; People and Places; Population; Population studies; Population-based studies; Premature birth; Psychological aspects; Questionnaires; Santé publique et épidémiologie; Schools; Separation; Social Sciences; Studies; Surveys and Questionnaires; Teenagers
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0202080

The objective of this study was to quantify the possible decrease in school performance at five years of age in preterm children associated with parental separation or divorce, and to test whether this effect varies according to the child's age at the time of the separation. This study included 3,308 infants delivered at < 35 weeks of gestation born between 2003 and 2011 who were enrolled in the population-based LIFT cohort and who had an optimal neurodevelopmental outcome at two years of age. These infants were evaluated by their teachers to assess their abilities and behavior when they had reached five years of age, using the Global School Adaptation (GSA) questionnaire. The mean GSA score was 50.8 points. Parental separations (assessed as parents either living together or living separately) were associated with a decrease in school performance at five years of age, although this was only the case for children who exhibited difficulties at school (3.7 points, p < 0.01). A decrease in school performance only occurred when parental separations took place between 3 and 5 years after the child's birth. Parental separation was associated with a decrease in these children's levels of motivation, autonomy, and manual dexterity. This study indicates that preterm infants of parents who had separated are particularly at risk of a lower scholar performance.