LAUSR

Abstract Recent medical advancements have resulted in improved survival rates for “preterm” children, born before 37 weeks gestation. However, this population remains vulnerable to adverse physiological, neurological and emotional outcomes. Research suggests that the professionals involved with them as they enter and progress through school, such as teachers and educational psychologists (EPs), have limited knowledge of the vulnerabilities of children born preterm. Using a bio-psychosocial approach, this paper gives an overview of some common outcomes for children born preterm and makes suggestions for evidence-based interventions aimed at minimising adverse outcomes. Particular attention is paid to holistic environmental interventions, to which the EP might contribute and advise, including classroom moderations, a focus on play and language, and the potential value of delayed school entry.