title: The long-term consequences of preterm birth: what do teachers know?
abstract: OBJECTIVE
  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.
  
  
  METHODS
  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.
  
  
  CONCLUSIONS
  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.
authors.affiliation: Department of Health Sciences, University of Leicester, Leicester, UK.
authors.forename: Samantha
authors.initials: S
authors.lastname: Johnson
authors.affiliation: Mathematics Education Centre, Loughborough University, Loughborough, UK.
authors.forename: Camilla
authors.initials: C
authors.lastname: Gilmore
authors.affiliation: Department of Health Sciences, University of Leicester, Leicester, UK.
authors.forename: Ian
authors.initials: I
authors.lastname: Gallimore
authors.affiliation: Department of Developmental Psychology, Ruhr-University Bochum, Bochum, Germany.
authors.forename: Julia
authors.initials: J
authors.lastname: Jaekel
authors.affiliation: Department of Psychology and Division of Mental Health and Wellbeing, Warwick Medical School, University of Warwick, Coventry, UK.
authors.forename: Dieter
authors.initials: D
authors.lastname: Wolke
mesh_terms: D000328:Adult; D002648:Child; D002657:Child Development; D005178:Faculty / Q000592:standards*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007234:Infant, Premature; D007858:Learning; D008297:Male; D008875:Middle Aged; D011584:Psychology / Q000592:standards; D011588:Psychology, Educational / Q000592:standards; D013997:Time Factors