Cognitive and Learning Outcomes in Late Preterm Infants at School Age: A Systematic Review

Area of Science:

• Developmental Pediatrics
• Neuroscience
• Educational Psychology

Background:

• Late preterm infants (34-36 weeks' gestation) constitute a significant proportion of premature births.
• This population faces increased risks for mild neurodevelopmental challenges, learning disabilities, and academic underachievement.
• Concerns are growing regarding the long-term cognitive and academic outcomes for late preterm children.

Purpose of the Study:

• To systematically review recent evidence on the neurodevelopmental outcomes of late preterm children.
• To analyze cognitive functioning, language learning, and academic achievement from preschool to primary school age.
• To identify assessment tools and evaluate outcomes in this vulnerable population.

Main Methods:

• Systematic review adhering to Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.
• Analysis of 16 selected studies comparing late preterm children with control groups.
• Inclusion of assessments from preschool (age 3) to primary school, utilizing standardized tests, parental questionnaires, and laboratory tasks.

Main Results:

• Late preterm children exhibit mild difficulties in executive function, short-term verbal memory, literacy, attention, and processing speed.
• Some identified challenges are transient, while others persist into later childhood.
• Evidence suggests a potential for compromised academic achievement and a higher risk of poor school performance.

Conclusions:

• Late preterm birth is associated with mild but persistent neurodevelopmental and academic challenges.
• Early detection through screening strategies is essential to mitigate negative impacts.
• Intervention and support are needed to optimize outcomes for this growing population.