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Neurodevelopmental and social determinants of school support received by children born preterm

Anna-Veera Seppänen1, Véronique Pierrat2,3, Laetitia Marchand-Martin2

  • 1Université Paris Cité, INSERM UMR 1153, Centre for Research in Epidemiology and Statistics (CRESS), Obstetric, Perinatal, Paediatric Life Course Epidemiology Research Team (OPPaLE), Paris, France. anna-veera.seppanen@inserm.fr.

Pediatric Research
|August 5, 2025
PubMed

Insights

Neurodevelopmental impairments significantly influence school support for preterm children in France. However, many children, especially those with moderate to severe impairments, do not receive adequate support, indicating potential unmet needs.

Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Educational Psychology

Background:

  • Preterm birth increases risks for neurodevelopmental difficulties, potentially impacting academic performance.
  • Social vulnerabilities can exacerbate these challenges in school-aged children.
  • Understanding school support access is crucial for this population.

Purpose of the Study:

  • To describe school support allocation for preterm children in France.
  • To identify key determinants influencing the receipt of school support.
  • To assess potential gaps in support services for this vulnerable group.

Main Methods:

  • Analysis of the prospective, population-based EPIPAGE-2 cohort in France.
  • Inclusion of births before 35 weeks' gestation.
  • Statistical modeling to determine risks associated with neurodevelopment, sociodemographics, and region.

Main Results:

  • 9% of 3,007 preterm children received school support at age five.
  • Support was more common in boys and extremely preterm infants (24-27 weeks gestation).
  • Moderate to severe neurodevelopmental impairments (MSNDI) were strongly associated with receiving support (aRR=17.25).

Conclusions:

  • Neurodevelopmental impairment is a primary factor in receiving school support.
  • A significant proportion of children with MSNDI do not receive support, suggesting unmet needs.
  • Further research is needed on support allocation and its impact on children.
Abstract

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