Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/31496
Title: The long term consequences of preterm birth: What do teachers know?
Authors: Johnson, Samantha J.
Gilmore, C.
Gallimore, Ian
Jaekel, J. A.
Wolke, D.
First Published: 14-Jan-2015
Publisher: Wiley for Mac Keith Press
Citation: Johnson, S., Gilmore, C., Gallimore, I., Jaekel, J. and Wolke, D. (2015), The long-term consequences of preterm birth: what do teachers know?. Developmental Medicine & Child Neurology. doi: 10.1111/dmcn.12683
Abstract: 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.
DOI Link: 10.1111/dmcn.12683
ISSN: 0012-1622
eISSN: 1469-8749
Links: http://onlinelibrary.wiley.com/doi/10.1111/dmcn.12683/abstract
http://hdl.handle.net/2381/31496
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO. This is the peer reviewed version of the following article: Johnson, S., Gilmore, C., Gallimore, I., Jaekel, J. and Wolke, D. (2015), The long-term consequences of preterm birth: what do teachers know?. Developmental Medicine & 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.
Appears in Collections:Published Articles, Dept. of Health Sciences

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