Related Experiment Video
Updated: Jan 4, 2026
Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
Classroom-evaluated school performance at nine years of age after very preterm birth
Lisette Jansen1, Cacha Peeters-Scholte2, Sica Wiggers-de Bruine3
1Department of Medical Psychology, Leiden University Medical Center, the Netherlands.
Insights
Children born preterm often require special education and repeat grades, showing lower academic performance in reading, spelling, and math. Continued monitoring is crucial for their school-age development.
Area of Science:
- Neuroscience
- Developmental Pediatrics
- Educational Psychology
Background:
- Preterm birth (<32 weeks' gestation) poses risks to neurodevelopmental outcomes.
- Longitudinal studies are essential to track long-term effects of prematurity on academic achievement.
- Identifying predictors of school performance in preterm survivors is critical for early intervention.
Purpose of the Study:
- To evaluate school performance nine years after preterm birth.
- To identify perinatal risk factors and neonatal brain abnormalities predicting school outcomes.
- To assess academic achievement in reading comprehension, spelling, and mathematics.
Main Methods:
- Prospective longitudinal study of 113 preterm infants.
- Data collection on perinatal factors, brain injury at term-equivalent age, and maternal education.
- Assessment of school performance using the Dutch Pupil Monitoring System and special education enrollment.
Main Results:
- Significantly higher rates of special primary education (8%) and grade repetition (22%) in preterm children compared to national averages.
- Below-average scores in reading comprehension, spelling, and mathematics.
- Male sex and maternal education predicted lower reading comprehension; white matter injury predicted lower mathematics scores.
Conclusions:
- Preterm-born children exhibit poorer school performance and higher special education needs.
- Perinatal factors and neonatal brain abnormalities are significant predictors of academic outcomes.
- Regular follow-up and support are vital for preterm children throughout their school years.
Objective:
To determine classroom-evaluated school performance nine years after preterm birth, predicted by perinatal risk factors and neonatal brain abnormalities.
Study Design:
Children were recruited from a consecutive cohort of 113 preterm infants (<32 weeks' gestation), participating in a longitudinal prospective study, investigating brain injury and neurodevelopmental outcome. Data on perinatal risk factors, presence of brain injury at term-equivalent age, and maternal education were collected. Information on school performance included enrollment in special (primary) education, grade repetition and school results from the nationwide standardized Dutch Pupil Monitoring System regarding reading comprehension, spelling, and mathematics.
Results:
Information on school enrollment was available for 87 children (77%), of whom 7 (8%) were in special primary education and 19 (22%) repeated a grade. This was significantly higher compared to national rates (p ≤ .05). Results on school performance were available for 74 children (65%) and showed clearly below average scores in reading comprehension (p = .006), spelling (p = .014) and mathematics (p < .001). Univariate analysis showed that lower performance in reading comprehension was predicted by male sex and low maternal education; spelling by male sex; and mathematics by Bronchopulmonary Dysplasia, white matter injury and maternal education. In a multivariate model, male sex and maternal education were predictive for reading comprehension and white matter injury for mathematics.
Conclusion:
Preterm born children more often need special primary education and have higher grade repeat rates. They perform poorer on reading comprehension, spelling and mathematics. Regular follow-up remains important for preterm born children during school age.
Related Concept Videos
01:29Environmental Influences on Intelligence
01:30Information Processing Approach