A recent systematic review and meta-analysis examining intelligence outcomes in preterm-born children has found that approximately 1 in 10 preterm children achieves high average to very high intelligence (IQ ≥ 115), compared to roughly 1 in 4 among full-term peers. While preterm birth is associated with generally lower cognitive outcomes, this finding challenges the assumption that prematurity uniformly limits intellectual potential. The study, which analyzed 102 cohorts comprising over 28,000 children aged 5 to 18, also found that about 1.9% of preterm children reach exceptionally high intelligence (IQ ≥ 130), compared to 5.4% of full-term children.
Beyond overall IQ scores, the study revealed an important pattern: nearly 38% of studies reported disharmonic intelligence profiles in preterm children, meaning their cognitive strengths and weaknesses were significantly uneven across different areas. Most notably, preterm children tended to score considerably higher in verbal reasoning than in performance-based tasks such as processing speed, visual-spatial ability, and working memory, which is a pattern not observed in full-term children. This highlights that a single composite IQ score can mask both hidden strengths and real challenges that affect a child’s daily learning experience.
These findings carry meaningful implications for education and clinical practice. Children born preterm should undergo comprehensive cognitive evaluations that include individual index scores rather than relying solely on a total IQ figure, as the latter may obscure critical discrepancies. Educators and healthcare providers can then design tailored support strategies that build on a child’s strengths while addressing specific areas of difficulty. Ultimately, understanding the full cognitive profile of preterm-born children is essential to unlocking their academic potential and providing the targeted support they deserve.
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