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Executive Functions Predict Academic Difficulties in Preterm with Protective Factors and Normal IQ

Olivier Cadeau1, Jean-Baptiste Muller1,2, Amanda Guerra1

  • 1University of Angers, Nantes Université, LPPL, SFR CONFLUENCES, Angers, France.

Developmental Neuropsychology
|May 19, 2026
PubMed

Insights

Children born preterm with executive function deficits face higher risks of academic difficulties. Planning skills were the most significant predictor of academic challenges in this group.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children born preterm are at risk for developmental challenges.
  • Executive functions (EFs) are crucial for academic success.
  • Understanding the specific impact of EFs on preterm children's academics is vital.

Purpose of the Study:

  • To investigate the relationship between executive functions and academic achievement in preterm children.
  • To identify specific executive functions that predict academic difficulties in this population.

Main Methods:

  • Quasi-experimental design with 56 preterm children (28-34 weeks' gestation, ages 7-9).
  • Assessment of executive functions (inhibition, working memory, flexibility, planning) using performance-based tests and proxy reports.
  • Evaluation of academic achievement in reading, spelling, and mathematics.

Main Results:

  • Children with executive function deficits showed a significantly higher risk of academic difficulties (OR 7.87).
  • Planning ability was identified as the most critical predictor of academic achievement.
  • Deficits in other executive functions like inhibition, working memory, and flexibility also contributed to academic challenges.

Conclusions:

  • Executive function deficits pose a substantial risk for academic difficulties in preterm children.
  • Systematic assessment of both academic achievement and executive functions is recommended for preterm follow-up care.
  • Early identification and intervention for executive function challenges can support academic success in this vulnerable population.

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