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Related Experiment Video

Updated: Jan 17, 2026

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
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School readiness in children born preterm.

Kamini Raghuram1, Nicole Bando2, Magdalena Janus3

  • 1Department of Pediatrics, Mount Sinai Hospital, Toronto, ON, Canada. kamini.raghuram@sinaihealth.ca.

Pediatric Research
|September 17, 2025
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Summary
This summary is machine-generated.

Children born preterm, especially very preterm, are at risk for delayed school readiness. Early identification and interventions are crucial for improving academic outcomes and school adjustment.

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Area of Science:

  • Neuroscience
  • Developmental Pediatrics
  • Educational Psychology

Background:

  • Preterm birth (<37 weeks gestational age) affects 7-9% of children globally, with 15% born very preterm (<32 weeks GA).
  • Neonatal intensive care and social factors impact brain development during a critical growth period.
  • School readiness, crucial for academic success, is influenced by genetics and early life experiences.

Purpose of the Study:

  • To provide a comprehensive review of school readiness in preterm children.
  • To identify risk factors, interventions, and practice implications.
  • To highlight the vulnerability of preterm children to school readiness delays.

Main Methods:

  • This is a narrative review of existing literature.
  • The review synthesizes information on school readiness in preterm populations.
  • It examines factors affecting development and potential interventions.

Main Results:

  • Preterm children, particularly those born very preterm, face significant challenges with school readiness.
  • Academic underachievement is common, necessitating grade repetition or remedial support.
  • Even children with typical early assessments can experience later school difficulties.

Conclusions:

  • Targeted interventions before school entry can enhance school readiness for preterm children.
  • Routine neurodevelopmental assessments at school entry are needed for early identification of issues.
  • Addressing school readiness delays can improve long-term academic trajectories and school adjustment.