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

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journal contribution
posted on 16.03.2015 by Samantha Johnson, Camilla Gilmore, Ian Gallimore, Julia Jaekel, Dieter Wolke
Aim: The knowledge and information needs of education professionals were assessed to determine how prepared they feel 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 (PB-KS) 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 neonatal 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 had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores. Interpretation: Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.

Funding

This study was supported by the Nuffield Foundation (grant no. EDU/40442); and a Royal Society Dorothy Hodgkin Fellowship.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Developmental Medicine and Child Neurology

Citation

JOHNSON, S. ... et al., 2015. The long-term consequences of preterm birth: what do teachers know? Developmental Medicine and Child Neurology, 57 (6), pp.571-577.

Publisher

Wiley (© Mac Keith Press)

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This is the peer reviewed version of the following article: JOHNSON, S. ... et al., 2015. The long-term consequences of preterm birth: What do teachers know?. Developmental Medicine and Child Neurology, which has been published in final form at http://dx.doi.org/10.1111/dmcn.12683. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for self-archiving.

ISSN

0012-1622

eISSN

1469-8749

Language

en

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