Prime Highlights:
- A new study by Cambridge University will track 1,000 premature and medically vulnerable babies to identify those who may need extra educational support before starting school.
- The research aims to spot learning challenges early, helping children receive targeted support in language, numeracy, and social skills.
Key Facts:
- Around one in three babies admitted to neonatal intensive care units (NICUs) fail their school readiness assessment at age five, more than double the rate of all UK children.
- The study, funded with £4 million from the Wellcome Trust, will follow children’s development until the age of 16 and analyze genetic and blood data to find early indicators of learning difficulties.
Background:
Cambridge researchers are starting a study to see which premature or sick babies might have trouble in school. The goal is to provide early support to help these children succeed. The study, funded with £4 million from the Wellcome Trust, will follow 1,000 children admitted to neonatal intensive care units (NICUs) at three NHS hospitals: the Rosie Hospital in Cambridge, Luton and Dunstable University Hospital, and Norfolk and Norwich University Hospital.
The team will track the children’s physical health, mental development, and learning progress until they turn 16. Early research from Cambridge suggests that around one in three babies who spend time in a NICU do not meet expected school readiness levels by age five, which is more than twice the rate of all children in the UK. These early difficulties can affect a child’s future health, education, and social outcomes.
Professor David Rowitch, who is leading the study, said the research is important because “we currently do not know enough about how children who start life in a NICU do in school. By spotting potential challenges early, we can provide support before problems arise.”
The study will look at school readiness assessments, which test skills such as self-care, basic reading and math, and social abilities. Researchers will also examine blood and genetic samples to see if there are early indicators of learning difficulties.
Professor Catherin Aiken, the chief investigator, explained that the research is designed to answer questions parents often ask: “Families want to know, ‘Will my child be okay? How will they develop?’ Not all children with a difficult start struggle later, but some will benefit from extra help. This study aims to identify those children.”
The results will help guide teachers and policymakers on the best ways to support children early, including one-on-one learning sessions and small-group programs focused on language, reading, numeracy, and emotional and social skills. Early intervention could give these children a stronger start in school and a better chance at long-term well-being.
