Odd D, et al. - Based on the Avon Longitudinal Study of Parents and Children (ALSPAC), researchers identified whether the educational trajectories of preterm infants differ from those of their term peers. To examine the trajectories of decile scores across the study period, multilevel mixed-effects linear regression models were derived. The final dataset included information about 12,586 children born alive between 23 weeks and 42 weeks of gestation. According to results, preterm infants had lower Key Stage (KS) scores on average compared to term children. In each progressive measure, however, they gained on average on their term peers, suggesting 'catch up' during the first few years at school. The increase in decile scores between KS1 and KS2 and little between KS2 and KS3 or KS3 and KS4 seemed to be shown by preterm infants. Overall, the investigators suggested some evidence of ‘catch up’ in the first few years at school, closing the gap in low scores, and predicting their final score better once they reach KS2. This work further highlighted the importance of early schooling and environment in these infants and suggested that support might have additional benefits long after premature birth.