THE AGE  Newspaper article of Monday August 14th 2006.

Question:  My child is struggling in prep. I have been advised by school that he is meeting his benchmarks in literacy and will be OK to move into grade 1 next year but he is quite young, comes home exhausted and doesn't appear to enjoy school or have many friends. What should I do?

Answer:

It is often quite distressing for a parent if they see their child struggling in school. Particularly in the first year, we are hoping that children will not just cope but flourish and thrive and enjoy their introduction to school.

Schools are great places these days - inclusive, responsive and parent-friendly, with a broad range of interesting and innovative ways of teaching and learning; but it is also true that the first year of school is quite rigorous. Busy, full days with many hours in which children are having to concentrate, respond to a range of expectations and where issues of standards and benchmarks can place pressures on some children, parents and teachers.

When considering what to do for a child who is described as struggling there are several considerations worth thinking about as a parent and then discussing with the school. First, it is worth reflecting for a moment on the purpose of school. We have a strong focus on literacy but school is more about developing and facilitating each individual's abilities, skills and attitudes in a range of areas.

Learning is not just about literacy and numeracy; it is about developing beliefs about oneself, a self-concept that feels positive and competent most of the time. It is about how to interact effectively with others, to express views and needs, to think creatively and laterally. Learning is far more than just reaching a benchmark in a subject or area.

Learning is also very much about the process and not just an end product. We would rather a child gain eight out of 10 for spelling and feel good about their efforts, and confident they know how to find out about the words they didn't know, than 10 out of 10 and feel stressed, disengaged and uninterested in their work. Therefore, when considering what to do about a child who is struggling, there are more matters to consider than simply "are they reaching benchmarks?". Suggested strategies that may guide a parent in this situation include:

Meet with the classroom teacher and the principal. Share your observations about your child's
emotional, mentaland physical state and ensure the discussion does not get stuck on literacy or benchmarks.
Consider the age of the child. Research strongly suggests that social and emotional maturity are the
 key to successful school life, not whether a child can read or recognise numbers and letters.s.
Trust your feelings as a parent but also be open to hearing the teacher's observations and comments too.
It is important to note that if a child really is struggling, particularly in their attitudes, happiness,
engagement or social and emotional levels at school, it is often easier to provide an additional
consolidation year in prep than to keep pushing them through. (This is regardless of the actual
benchmarks they may be reaching.)

These issues are usually not black and white; they require discussion and time. There is no wish to keep a child in the same year if they do not need it. However, it is equally true that schools do not want to keep pushing a child through just because they are reaching benchmarks. Success and happiness in life and learning are much more complex than simply reaching benchmarks.

The key is always to discuss these issues well in advance with the school and, as a parent, never be afraid or reluctant to raise your concerns.

Copyright

©

Kathy Walker 2006

Kathy Walker is an education consultant specialising in early childhood and primary years and a former lecturer at RMIT University.