Cognitive Functioning in Very Preterm Children and Links With Socio-Family Risk and Parenting

Children born very preterm are at elevated risk of developing cognitive difficulties, yet the contribution of family and social factors to their neurodevelopment remains unclear. This cross-sectional study examines their cognitive performance relative to normative standards and uses an exploratory framework linking socio-family risk and intellectual functioning through potential indirect pathways via parenting styles. A sample of 135 children born before 32 weeks of gestation and/or very low birth weight (< 1500 g) (mean age = 8.67 years) was assessed using the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V). Socio-family risk was measured through a cumulative index, and parenting was evaluated using the Parenting Styles and Dimensions Questionnaire. Very preterm children showed significantly lower average scores across full-scale IQ (t(134) = -6.68, p < 0.001, d = -0.58) and all indices compared to the normative population. Fluid reasoning, working memory, and processing speed showed the greatest vulnerabilities. Mediation analyses suggested that an authoritative parenting style partially accounts for the association between socio-family risk and intellectual outcomes. These findings suggest that positive parenting was associated with better intellectual outcomes and support the potential value of family-centered interventions for very preterm children.