Executive Function Outcomes in School-Aged Children Born Moderate-to-Late Preterm and Their Neuroanatomical Associations

This thesis investigated executive function (thinking and planning skills) in school-aged children who were born moderate-to-late preterm (32-36 weeks' gestation). These children make up 85% of all preterm births, but their long-term development is under-researched. Through three studies, including a review of existing literature and assessment of 9-year-old children, this research found that these children showed difficulties with specific executive function skills, particularly goal setting and working memory, compared with children born at full term. While these differences were modest, they have important implications for education and healthcare given the high prevalence of moderate-to-late preterm birth.