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<p>The purpose of this study is to investigate the association between the 5-min Apgar score and primary school performance. The national cohort study involves singletons born between 35+ 0–42 + 6&#xa0;weeks of gestation from 2000 to 2009. The Dutch Perinatal Registry was linked with Statistics Netherland’s database to study educational outcomes at primary school, focusing on special education use and a high track recommendation for secondary school at age 12. Multivariate (adjusted) logistic regression assessed the association between Apgar score (grouped as 0–3, 4–6, 7, 8, 9, and 10) and these outcomes. Of the 1,618,087 children available, a total of 6.4% attended special education at primary school. The highest rate of 14.3% was observed in the group with the lowest Apgar scores (0–3), gradually decreasing to the lowest rate of 6.0% in the group with the highest Apgar score. Compared with a score of 10, the lowest scores had the highest odds ratio for use of special education (adjusted OR 2.4; 95% CI 2.1–2.8). Similarly, lower Apgar scores were associated with a reduced likelihood of receiving a high track recommendation for secondary school. The lowest rate of a high track recommendation (40.7%) was found in children with Apgar score of 0–3, increasing to 45.0% in those with score of 10. Even Apgar scores of 7, 8 and 9 showed significantly lower odds for, compared with a score of 10.</p><p> <i>Conclusion</i>: There is an association between the Apgar score and primary school performance, with lower Apgar scores linked to poorer educational outcomes.</p>

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The 5-min Apgar score and primary school performance: a Dutch nationwide cohort study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月25日

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  • Flo Anema,
  • Anita C. J. Ravelli,
  • Wes Onland,
  • Petra C. A. M. Bakker,
  • Floris Groenendaal,
  • Ageeth N. Rosman,
  • Jasper V. Been,
  • Carline E. Tacke,
  • T. A. J. Antonius,
  • P. H. Dijk,
  • K. P. Dijkman,
  • S. Koole,
  • R. F. Kornelisse,
  • F. A. B. A. Schuerman,
  • M. L. Tataranno,
  • E. van Westering-Kroon,
  • R. S. G. M. Witlox,
  • Wes Onland,
  • Floris Groenendaal,
  • Carline E Tacke

摘要

The purpose of this study is to investigate the association between the 5-min Apgar score and primary school performance. The national cohort study involves singletons born between 35+ 0–42 + 6 weeks of gestation from 2000 to 2009. The Dutch Perinatal Registry was linked with Statistics Netherland’s database to study educational outcomes at primary school, focusing on special education use and a high track recommendation for secondary school at age 12. Multivariate (adjusted) logistic regression assessed the association between Apgar score (grouped as 0–3, 4–6, 7, 8, 9, and 10) and these outcomes. Of the 1,618,087 children available, a total of 6.4% attended special education at primary school. The highest rate of 14.3% was observed in the group with the lowest Apgar scores (0–3), gradually decreasing to the lowest rate of 6.0% in the group with the highest Apgar score. Compared with a score of 10, the lowest scores had the highest odds ratio for use of special education (adjusted OR 2.4; 95% CI 2.1–2.8). Similarly, lower Apgar scores were associated with a reduced likelihood of receiving a high track recommendation for secondary school. The lowest rate of a high track recommendation (40.7%) was found in children with Apgar score of 0–3, increasing to 45.0% in those with score of 10. Even Apgar scores of 7, 8 and 9 showed significantly lower odds for, compared with a score of 10.

Conclusion: There is an association between the Apgar score and primary school performance, with lower Apgar scores linked to poorer educational outcomes.