BACKGROUND:Very preterm (VP) birth has been associated with higher rates of anxiety and mood disorders, but the emergence and persistence from childhood to adulthood is unknown. This study examined prevalence rates and early risk factors of these disorders in VP and term-born individuals. METHODS:In a prospective sample of VP (<30 weeks' gestation or birthweight <1250 g, n = 191) and term-born individuals (n = 69), anxiety and mood disorders were assessed using structured interviews at 7, 13 years and 20 years. Perinatal, neonatal and social environmental information was collected at birth and 2 years. RESULTS:Rates of anxiety and mood disorders increased from childhood to adulthood, but only subtle differences were observed between VP and term-born groups. Among VP individuals, higher social risk at 2 years increased the odds of anxiety or mood disorder (OR 2.51, 95% CI: 1.18, 5.35). CONCLUSIONS:Prevalence of anxiety and mood disorders increased from childhood to young adulthood for both birth groups, with the largest between-group difference observed for anxiety disorder at 13 years. Higher social risk was the main risk factor for VP individuals. Early identification and support for families with higher social risk may reduce mental health difficulties in VP individuals. IMPACT:There is evidence that very preterm (VP) birth is associated with higher rates of anxiety and mood disorders, but how these conditions emerge and persist from childhood to adulthood is unknown. Rates for anxiety and mood disorders increase from childhood to adulthood, but the developmental trajectory for VP individuals is similar to that of term-born peers. Social risk factors consistently influence mental health outcomes across development. Early assessment and targeted support for VP individuals and families facing socio-economic disadvantage may promote positive long-term mental health outcomes.

OBJECTIVE:Children born very preterm (VPT) are vulnerable to academic challenges; however, it remains unclear whether these difficulties persist into early adolescence. This study aimed to investigate rates of academic impairment in children born VPT and full-term, and impairment stability from 7 to 13 years in children born VPT using 2 approaches: academic underachievement and IQ-achievement discrepancy. METHOD:Participants were children born <30 weeks' gestational age and/or <1250 g and full-term (≥37 weeks' gestational age) assessed at 7 (VPT n = 197, full-term n = 69) and 13 years (VPT n = 179, full-term n = 61) on general cognitive ability (WASI-4 and KBIT-2), word reading, spelling, and mathematics (WRAT-4). RESULTS:Using an underachievement approach, children born VPT were more likely to have an academic impairment at ages 7 and 13 years compared with term-born controls, particularly in reading (odds ratio [OR] and confidence interval [CI] at 7 years: 3.72 [1.67-8.27], at 13 years: 2.55 [1.06-6.11]) and mathematics (OR [CI] at 7 years: 5.77 [2.51-13.25], at 13 years: 2.78 [1.36-5.69]). Rates of impairment were low for both groups using an IQ-achievement discrepancy approach, although a group difference was evident for mathematics impairment at 7 years (OR [CI] 5.94 [1.37-25.8]), with higher rates in the VPT group (15% vs 3%). Rates of academic impairment remained relatively stable between 7 and 13 years of age, regardless of the approach applied. CONCLUSION:The rate of academic impairment varies depending on the approach used to classify impairment. Our findings suggest that academic difficulties in children born VPT may reflect a general cognitive impairment rather than a specific academic deficit.

Background: Mathematical computation skills are a common vulnerability in those born very preterm (VP), but the underlying cognitive mechanisms have not been established. Using causal mediation methods, we aimed to investigate whether working memory, processing speed, and selective attention at 7 years of age could mediate the relationship between VP birth and mathematics computation performance at 13 and 20 years of age.Methods: Participants completed standardized measures of working memory, processing speed, and selective attention at 7 years. At 13 and 20 years, participants completed a standardized measure of mathematical computation. Using an interventional effects approach, we estimated the extent to which differences in mathematic performance could be reduced by hypothetically intervening on working memory, processing speed, and selective attention in childhood.Results: The VP group performed lower than the FT group on mathematic computation at 13 and 20 years. Improving working memory, processing speed, and selective attention separately in the VP group to the level of the FT group reduced the difference in mathematics performance at both 13 and 20 years. If all cognitive domains were to be simultaneously intervened on so that the VP group matched the FT group, there would be a reduction in difference in mathematic performance by 68.7% at 13 years and 44.1% reduction at 20 years.Conclusions: Findings from our causal mediation analyses suggest that interventions targeting working memory, processing speed, and selective attention in childhood for those born VP have potential for improving mathematical outcomes in adolescence born VP, especially if implemented concurrently.

The mechanisms underpinning persistent cognitive challenges in young adults born very preterm (VP; < 32 weeks' gestation) are unclear, but may include altered cerebral blood flow (CBF). We explored whether CBF differed between adults born VP and at term, and the associations between CBF and cognitive outcomes. Seventy-two participants born VP and 16 term-born controls born in Victoria, Australia, completed Arterial Spin Labelling-MRI and a neuropsychological assessment at 20 years of age. Using a voxel-wise general linear model, we analyzed CBF differences between VP and term-born individuals, and the relationships between CBF and cognitive outcomes. Adults born VP displayed lower CBF in several subcortical regions compared with their term-born peers. For both birth groups combined, CBF was positively associated with verbal delayed memory in frontal and temporal cortical regions, and negatively associated with executive functioning in frontal, temporal, occipital cortical regions and the cerebellum. Compared with the VP group, term-born adults exhibited stronger negative relationships between CBF and IQ, receptive language, and aspects of executive functioning. Few CBF-cognition relationships were observed in the VP group and when present, were positive. Overall, adults born VP exhibited lower CBF in subcortical regions with cortical CBF-cognition relationships in opposite directions across VP and term groups. These disparities may reflect cerebral dysmaturation in the VP group.

BACKGROUND:Larger brain volumes in the neonatal period are associated with better 2-year cognitive development in children born moderate-to-late preterm (MLP). Whether these associations persist into school age for executive function (EF) is unknown. METHODS:Children born MLP underwent brain magnetic resonance imaging (MRI) at term-equivalent age (n = 168) and EF assessment at 9 years (n = 159). Mean or median differences in EF subdomains (attentional control, cognitive flexibility, goal setting, behavioral EF) for a unit increase in brain volumes were estimated using linear regression, overall and for subgroups defined by gestational age at MRI, sex and excluding participants with developmental delay at 2 years. RESULTS:There were few associations between brain volumes and EF. Small effects were found for larger total tissue (mean difference = 0.16; 95% CI = -0.04, 0.36; p = 0.11), white matter (mean difference = 0.21; 95% CI = 0.05, 0.38; p = 0.01) and subcortical gray matter (mean difference = 0.17; 95% CI = -0.01, 0.34; p = 0.06) volumes and improved goal setting. Subgroup relationships were similar. CONCLUSION:Neonatal brain volumes in MLP children are not strongly associated with school-age EF. Imaging techniques with higher sensitivity, and other risk factors for poorer EF should be explored. IMPACT:This study described the associations between neonatal brain volumes and executive function (EF) outcomes at 9 years in children born moderate-to-late preterm (MLP), a group that has been under researched compared with children born very preterm. There was limited evidence of an association between neonatal brain volumes and school-age EF outcomes in children born MLP, contrasting previous findings in very preterm children. This suggests that neonatal brain volumes alone do not effectively predict school-age EF in children born MLP, highlighting the need for more sensitive neuroimaging techniques and identification of other important predictors of long-term outcomes in this population.

BACKGROUND:Individuals born very preterm (VPT; <32 weeks' gestation) are at a greater risk of poorer social outcomes than individuals born at term. However, it remains unclear which subgroups of individuals born VPT are at greater risk of lower social functioning later in life. This study aimed to describe the medical, behavioral, emotional, cognitive, and environmental risks in childhood for lower social functioning in early adulthood among young adults born VPT. METHODS:Participants were assessed on social functioning domains at age 20 years (N = 123) and risk factors were assessed at birth (N = 224), 2 (N = 219) and 7 (N = 197) years of age in the Victorian Infant Brain Study longitudinal cohort. Differences in mean scores of social functioning outcomes and proportions with lower social functioning at 20 years between risk groups were estimated using generalized linear models. Multiple imputation was used to address missing data. RESULTS:In childhood, greater behavioral and emotional problems, lower cognition, and higher sociodemographic risk were strongly associated with lower social functioning in all domains at age 20. Medical risk was weakly associated with social interaction and social adjustment at age 20. CONCLUSIONS:Children born VPT with higher cognitive, behavioral, emotional, and sociodemographic risk have increased likelihood of lower social functioning in early adulthood than those without risk, and could benefit from receiving earlier support to scaffold the development of social skills.

IntroductionResearch has consistently reported that individuals born very preterm (VP; < 32 weeks' gestation) are at increased risk for reduced working memory (WM) performance compared with their term born peers. However, performance on working memory tasks are reliant on several cognitive skills, including selective attention, and the underlying mechanism for poorer working memory following VP birth remains unclear. The current study aimed to assess the impact of selective attention on working memory performance in young adults born VP compared with those born at term, using an experimental task (i.e., visuospatial change detection task).MethodParticipants were 111 young adults born VP (mean age: 20.1 years) and 43 young adults born at term (mean age: 19.9 years). They completed an adapted visuospatial change detection task which assessed working memory maintenance with increasing levels of selective attention demands.ResultsThe VP group demonstrated slightly poorer performance in working memory compared with the term born group when selective attention demands were minimal. The working memory group difference did not increase with the introduction of greater selective attention demands.ConclusionBased on these findings, reductions in working memory performance in those born VP compared with term born controls are unlikely to be explained by selective attention challenges. This study has important clinical implications such that it provides important insights and evidence into the cognitive development of those born VP as they begin to reach adulthood. Further, this research study further the cognitive phenotype of this population, which, in turn, may aid in the development of efficacious cognitive interventions for this high-risk group.

OBJECTIVE:To examine working memory performance in young adults born very preterm (VP) and full-term (FT) in the context of information processing. METHODS:A cohort of 118 young adults born VP (mean age 20.1 years) and 48 young adults born at term (mean age 19.9 years) completed a n-back task (both 1- and 2-back) and a Keeping Track Task which systematically manipulated working memory (cognitive) load and information processing speed. RESULTS:Across all tasks the VP group performed worse than the FT group, with the magnitude of differences increasing as cognitive load increased. Contrary to expectations, the magnitude of group differences remained similar as information processing speed demands increased. CONCLUSIONS:Our findings provide further evidence that working memory difficulties in those born VP persist into adulthood. However, the between group difference in working memory performance in this population did not decrease or ameliorate when individuals were provided more time for the task. This study gives evidence that information processing speed demands do not drive the working memory difficulties seen in those born VP. These results provide important information regarding the cognitive phenotype of those born VP and their development.

Introduction Building the capability of primary schools to support children’s mental health needs is important in the face of the increasing prevalence of mental health difficulties in children. The Mental Health in Primary Schools (MHiPS) initiative has shown promising results in the pilot phase, increasing the confidence of teachers in supporting student mental health and well-being. Delivering the project at scale presents implementation, monitoring and evaluation challenges. An open cohort (mix of longitudinal and cross-sectional data), non-randomised stepped-wedge design, will be used to evaluate the implementation, effectiveness, impact and sustainability of MHiPS as it expands state-wide. In this paper, we outline our protocol and monitoring and evaluation framework for a statewide expansion of the MHiPS initiative.Methods and analysis All government and low-fee, non-government primary schools in the state of Victoria, Australia, will be included in the MHiPS initiative over a 4-year period from 2023 to 2026. The design incorporates mixed methods data collection (eg, surveys, focus groups and case studies), conducted with multiple informants (eg, school staff and Department of Education staff) over multiple years to reflect the staged state-wide rollout.Ethics and dissemination Ethics approval for this project was received through the Royal Children’s Hospital’s Human Research Ethics Committee (#65924), DE RISEC (#2020_004332) and relevant Catholic diocese. Dissemination of findings will be through annual government reports, publications and national and international conferences.

BACKGROUND:Children born extremely preterm (EP) and/or extremely low birthweight (ELBW) face increased risk of academic difficulties and gaps exist in providing educational support. Parental perceptions of academic competence influence educational support access; however, little is known about parental perceptions in the EP/ELBW population. AIMS:To 1) examine parental perceptions of academic competence in children born EP/ELBW and full-term/normal birthweight (FT/NBW) at 6-7 and 17-18 years; 2) characterise the relationship between perceived competence and educational support access; and 3) explore factors associated with parental perceptions. METHODS:Participants surveyed from two cohorts within the Victorian Infant Collaborative Study, including parents of 71 EP/ELBW and 76 FT/NBW children aged 6-7 years, and parents of 28 EP/ELBW and 34 FT/NBW adolescents aged 17-18 years. Parents completed the Academic Competence subscale of the MacArthur Health and Behaviour Questionnaire and reported on educational support access. RESULTS:Parents of EP/ELBW children rated their children's overall academic competence below parents of FT/NBW children (6-7 years: standardised mean difference [SMD] = -0.92, 95 % CI [-1.35, -0.50]; 17-18 years: SMD = -0.73, 95 % CI [-1.41, -0.05]), with differences observed across core and non-core academic subjects. Lower parental perceptions were associated with increased school-based educational support, particularly for those born EP/ELBW (6-7 years: OR = 0.38, 95 % CI 0.22, 0.67; 17-18 years: OR = 0.42, 95 % CI 0.19, 0.91), but not external support access. CONCLUSION:Understanding parental perceptions of academic competence in children born EP/ELBW provides insight for supporting families during educational transitions and ensuring appropriate educational support access.

OBJECTIVE:To compare executive function (EF) outcomes at school age between children born moderate-to-late preterm (MLP; 32-36 weeks' gestation) and term (≥37 weeks' gestation) across subdomains of attentional control, cognitive flexibility, goal setting, and everyday executive behaviors. STUDY DESIGN:Two hundred one children born MLP and 201 born at term were recruited from the Royal Women's Hospital, Melbourne, Australia. Children completed EF measures at 9 years of corrected age. Group differences in mean or median outcome z-scores were estimated using linear or quantile regression. EF impairment risk ratios [RRs] between groups were estimated using generalized linear models. Analyses were adjusted for multiple birth and social risk. RESULTS:One hundred fifty-nine children born MLP (79%) and 134 born at term (67%) were assessed. Compared with the term group, the MLP group performed poorer in goal setting (mean difference = -0.26, 95% CI = -0.50, -0.03, P = .03) and cognitive flexibility (mean difference = -0.32, 95% CI = -0.59, -0.05, P = .02). Children born MLP were at increased risk of behavioral executive dysfunction (RR = 1.86, 95% CI = 1.05, 3.27, P = .03), impairments in cognitive flexibility (RR = 1.80, 95% CI = 1.05, 3.09, P = .03), and goal setting (RR = 1.69, 95% CI = 1.08, 2.65, P = .02). CONCLUSIONS:Children born MLP demonstrate a pattern of increased EF difficulties at school-age compared with term children, mostly within the goal setting subdomain. These difficulties are likely to affect other outcomes such as academic performance and social skills.

AIM:This study explored the impact of very preterm (VPT; < 32 weeks' gestation) compared with full-term (FT; 37-41 weeks' gestation) birth on social functioning at age 20 years, and examined this within gender. METHODS:Three social functioning domains (social cognition, social interaction and social adjustment) were assessed by self-report questionnaires at age 20 years in the Victorian Infant Brain Study longitudinal cohort, comprising 123 individuals born VPT and 47 born FT. Differences in social functioning between groups were estimated using generalised linear models, adjusted for multiple birth and social risk (familial sociodemographic risk). RESULTS:VPT-born adults self-reported similar levels of social functioning compared with FT-born adults. VPT participants were more likely to be classified as exhibiting poor social information processing and low social activity participation than FT participants, but the level of certainty in findings is low given wide CIs. There was little evidence that the effect of birth group on social functioning varied within gender. CONCLUSION:Social functioning was generally comparable between individuals born VPT and FT at 20 years, although this study may have lacked the statistical power to detect subtle deficits with confidence. Large-scale replication studies are needed, given the critical importance of social functioning for well-being.

AIM:To explore the impact of blood pressure on cognitive outcomes at 18 years of age in individuals born extremely preterm (<28 weeks' gestation) and at term (≥37 weeks' gestation). METHODS:Prospective longitudinal cohort comprising 136 young adults born extremely preterm and 120 matched term controls born in Victoria, Australia in 1991 and 1992. Using linear regression, we analysed the relationships between 24-h mean ambulatory blood pressure, systolic and diastolic hypertension with cognitive outcomes. RESULTS:For both birth groups combined, higher 24-h mean ambulatory blood pressure and systolic hypertension were associated with similar or worse cognitive outcomes. The strongest relationships were between higher 24-h mean ambulatory blood pressure and systolic hypertension with poorer general intellect, visual learning and visual memory. We found little evidence that relationships between ambulatory blood pressure and cognitive outcomes differed by birth group. CONCLUSION:Higher 24-h mean ambulatory blood pressure and systolic hypertension were associated with poorer cognitive outcomes in individuals born extremely preterm and at term, particularly in general intelligence and visual memory.

Objective: To describe associations between executive function (EF) domains (attentional control, information processing, cognitive flexibility, and goal setting) and concurrent math computation performance at age 7 and 13 years in children born <30 weeks' gestation or weighing <1,250 g, and second, to examine the impact of 7-year EF on math performance at 13 years. Method: In a prospective, longitudinal cohort of children born <30 weeks' gestation or with a birthweight <1,250 g, assessment of EF and math performance was undertaken at 7 (n = 187) and 13 years (n = 174). Linear regression models were used to describe associations between EF domains with math performance at both time points, as well as to examine the impact of EF at 7 years on math performance at 13 years. Results: At 7 and 13 years, all EF domains were positively and strongly associated with concurrent math performance (beta = 11.35, 95% CI [9.28, 13.41] to beta = 13.79, 95% CI [11.59, 15.98]). All EF domains at age 7 years were positively associated with math performance at 13 years, with the strongest associations observed for cognitive flexibility (beta = 10.79 [8.64, 12.94]) and goal setting (beta = 10.37 [8.08, 12.67]). Conclusions: This study provides evidence that EF is strongly associated with math performance in children born <30 weeks' gestation or with a birthweight <1,250 g and highlights the importance of early cognitive flexibility and goal setting performance for future math performance.

AIM:To compare trajectories of social functioning in peer problems and prosocial behavior from 5 to 13 years between individuals born very preterm (VPT) and full-term (FT). METHODS:Participants were from the Victorian Infant Brain Study (VIBeS) longitudinal cohort, consisting of 224 individuals born VPT and 77 born FT recruited at birth. Social functioning was measured using the parent-rated Strengths and Difficulties Questionnaire (SDQ) peer problems and prosocial behavior subscales at 5, 7, and 13 years' corrected age. Multilevel mixed effects models were fitted. RESULTS:Peer problems increased with age (adjusted mean difference per year = 0.04, 95% confidence interval [CI] = 0.01, 0.07, p = 0.02), with higher peer problems in the VPT compared with the FT group (adjusted mean difference between groups = 0.46, 95% CI = 0.06, 0.86, p = 0.02). Prosocial behavior increased from early to middle childhood and decreased approaching adolescence, but was similar between VPT and FT groups (adjusted mean difference between groups = -0.05, 95% CI = -0.50, 0.40, p = 0.82). CONCLUSION:Children born VPT are at greater risk for peer problems than FT peers and may benefit from receiving greater early social support.

CONTEXT:The risk of early neurodevelopmental delay is increasingly recognized in children born moderate-to-late preterm (MLP; 32-36 weeks' gestation), but school-aged cognitive outcomes are unclear, particularly for domains such as executive function (EF). OBJECTIVE:To evaluate EF outcomes (attentional control, cognitive flexibility, and goal setting) in school-aged children born MLP compared with children born at term. DATA SOURCES:Medline, Embase, PsycInfo, and Scopus. STUDY SELECTION:Studies assessing EF outcomes (overall EF, attentional control, cognitive flexibility, and goal setting) in children born MLP aged between 6 and 17 years, which included a term-born control group. DATA EXTRACTION:Two reviewers screened for eligibility and completed the risk of bias assessment using the Newcastle-Ottawa Scale, and 1 reviewer extracted data. Random effects meta-analyses were performed. RESULTS:Twelve studies were eligible for inclusion in the meta-analyses (2348 MLP children and 20 322 controls). Children born MLP had poorer overall EF compared with children born at term (standardized mean difference, -0.15, 95% confidence interval, -0.21 to -0.09; P < .0001; I2 = 47.59%). Similar conclusions were noted across the subdomains of attentional control, cognitive flexibility, and goal setting. LIMITATIONS:Study methodologies and EF measures varied. Only a small number of studies met eligibility criteria and were from developed countries. CONCLUSIONS:School-aged children born MLP may experience greater challenges in EF compared with term-born children. Further research is needed to investigate the potential impact these challenges have on functional outcomes such as academic achievement and social-emotional functioning.

IMPORTANCE Working memory training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. OBJECTIVE To test whether a computerized adaptive working memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working memory compared with usual classroom teaching. DESIGN, SETTING, AND PARTICIPANTS Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working memory screening. Children were classified as having low working memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. INTERVENTION Cogmed working memory training, comprising 20 to 25 training sessions of 45 minutes' duration at school. MAIN OUTCOMES AND MEASURES Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. RESULTS Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working memory outcomes, 1 outcome (visuospatial short-term memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0.25-0.62]) and 12 months (effect size, 0.49 [95% CI, 0.28-0.70]), but not at 24 months. There were no benefits to any other outcomes; in fact, the math scores of the children in the intervention arm were worse at 2 years (mean difference, -3.0 [95% CI, -5.4 to -0.7]; P = .01). Intervention costs were A$1035 per child. CONCLUSIONS AND RELEVANCE Working memory screening of children 6 to 7 years of age is feasible, and an adaptive working memory training program may temporarily improve visuospatial short-term memory. Given the loss of classroom time, cost, and lack of lasting benefit, we cannot recommend population-based delivery of Cogmed within a screening paradigm. TRIAL REGISTRATION anzctr.org.au Identifier: ACTRN12610000486022.

AbstractObjective:To examine associations between executive function (EF) domains (attentional control, information processing, cognitive flexibility, and goal setting) and math computation performance at 7 and 13 years in children born very preterm (VP; <30 weeks' gestation), and secondly, to investigate the associations of 7-year EF with change in math performance from 7 to 13 years.Participants and Methods:In the prospective, longitudinal Victorian Infant Brain Studies (VIBeS) cohort of children born VP, assessment of EF and math performance was undertaken at 7 (n = 187) and 13 years (n = 174). Univariable and multivariable regression models (including all domains of EF) were used to examine associations between EF domains at both timepoints with math performance, as well as associations between EF at 7 years with change in math from 7 to 13 years.Results:At 7 and 13 years, all EF domains were positively associated with concurrent math performance, with multivariable models finding information processing, cognitive flexibility and goal setting independently contributed to math performance at both ages. All EF domains were positively associated with improvement in math performance from 7 to 13 years, with multivariable models finding that goal setting contributed unique variance to improvement in math over this period.Conclusions:This study provides evidence for a strong, consistent association between EF and math performance in children born VP and emphasizes the importance of goal setting capacity for later improvement in math performance.

AIM:To examine the relationship between motor performance and attention in children born very preterm and at term, and investigate the presence of individual profiles of motor and attention performance.METHOD:Attention and motor performance at 7 and 13 years were assessed in 197 children born very preterm (52.5% male) and 69 children born at term (47.8% male) between 2001 and 2003. Linear regression models were fitted including an interaction term for birth group. Subgroups of children with similar attention and motor performance profiles were identified using latent profile analysis.RESULTS:Balance was positively associated with all attention outcomes at both ages (p < 0.006). There were specific birth group interactions for aiming and catching and manual dexterity with attention at 13 years, with positive associations observed only for children born very preterm (p < 0.001). At 7 years, three profiles were observed: average attention and motor functioning; average motor functioning and low attention functioning; and low attention and motor functioning. At 13 years, two profiles of average attention and motor functioning emerged, as well as one profile of below-average attention and motor functioning. Children born very preterm were overrepresented in the lower functioning profiles (born very preterm 56%; born at term 29%).INTERPRETATION:Motor functioning at age 7 years may be a useful marker of later attention skills, particularly for children born very preterm who are at greater risk of poorer long-term cognitive outcomes.WHAT THIS PAPER ADDS:Balance was positively associated with attention in children born very preterm and at term. Relationships between motor performance and attention at age 13 years differed between children born very preterm and at term. Heterogeneous motor functioning and attention outcomes were noted for children born very preterm and at term. Children born very preterm were more likely to have lower attention and motor functioning profiles than children born at term. There was greater movement in motor functioning and attention profiles between the ages of 7 and 13 years in children born very preterm.