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Related Experiment Videos

Academic challenges for the preterm infant: Parent and educators' perspectives.

Paige Terrien Church1, Alice Cavanagh2, Shoo K Lee3

  • 1Sunnybrook Health Sciences Centre, Department of Newborn and Developmental Paediatrics, 2075 Bayview Avenue, M4-234, Toronto, ON M4N 3M5, Canada; University of Toronto, Department of Paediatrics, 27 King's College Cir, Toronto, ON M5S 3H7, Canada.

Early Human Development
|October 17, 2018
PubMed
Summary

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Educators lack knowledge on how preterm birth affects academic achievement, highlighting a need for better training. Parents desire more school support and extended neonatal follow-up for their children.

Area of Science:

  • Pediatrics
  • Education
  • Developmental Psychology

Background:

  • Limited understanding exists regarding educators' knowledge of preterm birth's academic impact.
  • Parental perspectives on this educational knowledge gap are largely unknown.

Purpose of the Study:

  • Examine Canadian educators' knowledge of preterm birth's academic consequences.
  • Characterize educators' attitudes towards challenges faced by preterm children.
  • Investigate parental views on the educational system for their preterm child.

Main Methods:

  • Mixed-methods study with kindergarten to Grade 3 educators and parents of preterm children (aged 4-8).
  • Focus groups (35 educators) and surveys (138 educators, 174 parents) were utilized.
  • Thematic analysis for qualitative data and descriptive statistics for quantitative data.
Keywords:
Educators' knowledgeParental perspectivesPrematuritySchool outcomesTransition to school

Related Experiment Videos

Main Results:

  • Educators' knowledge was experiential, with limited parent information sharing and resource deficits.
  • Most parents (94.9%) supported extended neonatal follow-up; many lacked confidence in school support (59.9%).
  • Educators favored medical history disclosure (91.7%); additional qualifications, not parental experience, improved their knowledge.

Conclusions:

  • Educators require enhanced training to support academic challenges of preterm children.
  • Parents and healthcare providers must be prepared to advocate for these students' needs.