Self-regulation: a new perspective on learning problems experienced by children born extremely preterm

Survival rates are increasing for children born extremely preterm, yet despite the majority of these children having IQ scores within the average range, 50-70% of these children have later school difficulties. This paper reviews factors associated with academic difficulties in these children, emphasizing the contributions of executive functions (EF) and self-regulation. The roles of EF are examined separately, and also under the unifying construct of self-regulation; that is, the integration of various behavioural, cognitive, and affective elements. Improving self-regulatory skills could moderate the negative effects of EF deficits and inform interventions to improve the educational outcomes of these children