A new study from Cambridge University aims to identify premature infants who may require additional educational support as they prepare for school. This research will guide the government in determining which babies admitted to neonatal intensive care units (NICUs) are most likely to struggle academically. The project will focus on 1,000 babies from three NHS facilities in eastern England: the Rosie Hospital in Cambridge, Luton and Dunstable University Hospital, and Norfolk and Norwich University Hospital.
The research team will track the children’s physical and mental health, along with their educational outcomes, until they reach the age of 16. According to previous findings from Cambridge, approximately one in three babies admitted to NICUs do not pass their school readiness assessment by age five. This rate is significantly higher than the national average for all children in the UK, which underscores the need for tailored support.
Understanding School Readiness
The Department for Education has expressed interest in the study’s implications, providing funding through UK Research and Innovation. The goal is to explore effective interventions that can be implemented alongside existing programs, such as Sure Start initiatives and psychological support for parents. Potential new strategies may include one-on-one sessions focused on language development and small-group classes targeting emotional and social skills.
Approximately 10% of babies are admitted to NICUs due to premature birth or other medical issues, such as low birth weight. A crucial aspect of this study will involve analyzing results from the government’s school readiness assessment, which evaluates various skills, including basic counting and self-care, at the end of the reception year.
David Rowitch, a professor of paediatrics and the principal investigator of the study titled “The babies’ longitudinal outcomes, ‘omics and milestones study,” highlighted the significance of this research. He noted that despite the admission of 70,000 children to NICUs annually in the UK, there has been a lack of data regarding their educational performance.
Parental Insights and Long-Term Outcomes
The study will also analyze blood samples and genetic data to identify potential biomarkers that could indicate which children are most in need of early educational support. Researchers will engage with parents to discuss their child’s NICU experience, development, and readiness for school.
Catherin Aiken, a professor from the Department of Obstetrics and Gynaecology at Cambridge and the study’s chief investigator, emphasized that the initiative is driven by parental inquiries regarding their children’s future. “There are always parents asking us to predict, ‘Will my baby be okay? Is this going to have a long-term outcome?’” she stated. Aiken aims for the research to provide answers that can assist parents in supporting their child’s development.
Rowitch further stressed the importance of early identification of learning challenges to facilitate timely interventions. “Waiting until age five to find out about a problem is not ideal,” he remarked, advocating for proactive measures that can help children flagged for additional support.
The teams involved believe that early action is crucial, as children who fail their school readiness assessments are at an increased risk of facing difficulties in adulthood, including physical and mental health issues. “The study aligns with the overarching prevention medicine research strategy of the Cambridge Children’s Hospital,” Rowitch added.
Construction of the new Cambridge Children’s Hospital is anticipated to begin shortly at the Cambridge Biomedical Campus, reflecting an ongoing commitment to improving health outcomes for children in the region.
