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New Welsh research has revealed how the combination of congenital anomalies, socioeconomic deprivation and other aspects of children's health and educational circumstances influences their attainment.

The study suggests that while children with major congenital anomalies were less likely to achieve national academic standards, the influence of socioeconomic deprivation was even more pronounced. The work is published in the journal PLOS Medicine.

The researchers say this raises important questions about how health, education and social disadvantage interact throughout childhood. Children living with both disability and deprivation may need greater health, education and social support, and the team would like to see more integrated provision across health, education and social services being explored.

The study was led by professor Sue Jordan alongside data scientists Ieuan Scanlon and Dr. Anna Rawlings, from Swansea University's Faculty of Medicine, Health and Life Science, with collaborators from Public Health Wales, Ulster University, Mathematica Policy Research (U.S.) and City St George's, University of London.

Educational attainment is closely associated with life chances, quality of life and health. For children living with major congenital anomalies, the challenges of ill health, disability, hospitalization and additional learning needs may all affect their experience of school.

The researchers examined children born in Wales between 1998 and 2007 and followed their records through to 2019. Educational attainment was assessed at ages 11 and 16, including performance at Key Stage 2 and achievement of five GCSEs at grades C–A*, including English or Welsh, mathematics and science.

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