Teachers' Knowledge About Consequences of Preterm Birth

Education professionals in the U.K. are not well informed about the behavioral, developmental, and education effects of prematurity.

Monitoring the development of school-age children born preterm is dependent on effective communication with school personnel. Researchers in the U.K. conducted a national survey of 585 primary and secondary school teachers and 212 educational psychologists to assess their knowledge about developmental, behavioral, and educational outcomes after preterm birth.

On average, teachers answered 45% of 33 questions correctly, compared to 52% among educational psychologists. The area of least knowledge in both groups pertained to the most common adverse outcomes of prematurity (e.g., math difficulties, inattention, poor peer relationships). Among teachers, 16% received training about prematurity, 38% felt comfortable to support preterm children, and…

Reviewing Author

Martin T. Stein, MD

Disclosures

Consultant / Advisory boardPearson Neuroscience Advisory Board

Speaker’s bureauAmerican Academy of Pediatrics

RoyaltiesElsevier, Inc.

Editorial boardsJournal of Developmental and Behavioral Pediatrics