The long term consequences of preterm birth: What do teachers know?

Aim: The knowledge and information needs of education professionals was assessed to determine how prepared they are to support the growing number of preterm children entering schools today. Method. In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale to assess knowledge of outcomes following preterm birth. Total scores (range 0-33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed. Results. Teaching staff (mean 14.7; SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1; SD 5.0; p<0.001); both had significantly lower scores than clinicians surveyed previously (mean 26.0; SD 3.6; p<0.001). Education professionals’ poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff received training about preterm birth and >90% requested more information. Having a special educational needs role and being employed ≥16 years were associated with higher knowledge scores. Interpretation. Education professionals have poor knowledge of the needs of preterm children and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for preterm children this is of significant public health and educational concern.