Cognitive outcomes for children born preterm appear to be stable: they do not seem to catch-up with term-born peers as they grow up (Breeman et al., 2015;Eryigit Madzwamuse et al., 2015;Linsell et al., 2018). Furthermore, those born very preterm into socially disadvantaged families experience a long term 'double jeopardy' with IQ scores much lower than those born into more socially advantaged families (Benavente-Fernández et al., 2019;Eryigit Madzwamuse et al., 2015;Wolke, 2019).In terms of educational outcomes, preterm-born children have an increased likelihood of experiencing difficulties in all areas of the curriculum, but especially in mathematics (Jaekel & Wolke, 2014;Wolke et al., 2019). Mathematics difficulties have been linked to problems with working memory and visuo-spatial skills rather than to poor numerical skills (Simms et al., 2015). Like cognitive outcomes, academic difficulties experienced by preterm-born children appear to be stable throughout primary school (Twilhaar et al., 2018a).Preterm birth also increases the likelihood of neurodevelopmental and certain mental health difficulties. Children born very preterm have, on average, poorer attention and more socialcommunication difficulties, peer problems, and internalising symptoms than their term-born peers (