Work

Parental perceptions of academic competence following extremely preterm birth

Year: 2025

Type: article

Abstract: BACKGROUND: Children born extremely preterm (EP) and/or extremely low birthweight (ELBW) face increased risk of academic difficulties and gaps exist in providing educational support. Parental perceptions of academic competence influence educational support access; however, little is known about parental perceptions in the EP/ELBW population. AIMS: To 1) examine parental perceptions of academic competence in children born EP/ELBW and full-term/normal birthweight (FT/NBW) at 6-7 and 17-18 years; 2) characterise the relationship between perceived competence and educational support access; and 3) explore factors associated with parental perceptions. METHODS: Participants surveyed from two cohorts within the Victorian Infant Collaborative Study, including parents of 71 EP/ELBW and 76 FT/NBW children aged 6-7 years, and parents of 28 EP/ELBW and 34 FT/NBW adolescents aged 17-18 years. Parents completed the Academic Competence subscale of the MacArthur Health and Behaviour Questionnaire and reported on educational support access. RESULTS: Parents of EP/ELBW children rated their children's overall academic competence below parents of FT/NBW children (6-7 years: standardised mean difference [SMD] = -0.92, 95 % CI [-1.35, -0.50]; 17-18 years: SMD = -0.73, 95 % CI [-1.41, -0.05]), with differences observed across core and non-core academic subjects. Lower parental perceptions were associated with increased school-based educational support, particularly for those born EP/ELBW (6-7 years: OR = 0.38, 95 % CI 0.22, 0.67; 17-18 years: OR = 0.42, 95 % CI 0.19, 0.91), but not external support access. CONCLUSION: Understanding parental perceptions of academic competence in children born EP/ELBW provides insight for supporting families during educational transitions and ensuring appropriate educational support access.

Source: Early Human Development

DOI: 10.1016/j.earlhumdev.2025.106408