Neurocognitive and Academic Outcomes Following Childhood Hemorrhagic Stroke: Patterns and Predictors

Aim To characterize neurocognitive and academic sequelae following pediatric hemorrhagic stroke and explore predictors of outcomes. Method Twenty-four participants (12 female) aged 5-18 years with a history of hemorrhagic stroke in childhood participated in this study at a tertiary care hospital. Cognitive and academic measures were administered to characterize neurocognitive and academic functioning. The impact of 4 predictors (age at stroke, hemorrhage volume, laterality, and socioeconomic status) on intellectual and academic outcomes was examined. Results Findings demonstrated (1) lower mean scores across all neurocognitive and academic measures relative to normative means, (2) a higher proportion of children scoring in the extremely low ranges, and (3) more pronounced deficits in divided attention and mathematics. Preliminary findings on predictors of outcome suggest (1) a possible U-shaped relationship between age at stroke and outcome, with poorer outcomes associated with stroke during middle childhood, (2) an association between socioeconomic status and verbal comprehension and mathematical calculations. Clinical Implications Timely and regular neuropsychological follow-up, as well as advocating for educational resources, are essential to promote the development of survivors of childhood hemorrhagic stroke.