Beyond SES: Socio-Environmental Variables and Educational Outcomes in Preterm-Born Children – A Systematic Review

Educational outcomes in preterm-born (PTB) children are shaped by a complex interplayof genetic, perinatal, and social environmental factors. While socioeconomic status (SES) is awidely used indicator of the social environment, its correlation with other social variablessuggests that focusing solely on SES may obscure the mechanisms through which the broadersocial environment influences educational trajectories. This systematic review examines theimpact of social environment factors beyond SES on primary school educational outcomes—specifically math, reading, and spelling proficiency—in PTB children.Synthesizing evidence from 16 studies following PRISMA guidelines and a preregisteredprotocol, this review explores key socio-environmental influences, including parentalcharacteristics, parent-child relationships, home environment stimulation, and neighborhoodcontext. Findings indicate that supportive social environments, particularly high maternalresponsiveness, are associated with improved academic achievement in PTB children. Moreover,interaction effects suggest that preterm-born children may be more sensitive to socialenvironment factors, highlighting potential vulnerabilities that warrant further investigation.However, inconsistencies across studies underscore the need for more rigorous research into therole of parent-child interactions, home, and neighborhood environments factors in shapingeducational outcomes.