Shold you retain a child back a grade?

Answer 1

It all depends on why. If the child is stuggling in a subject, he should get proper help. If the child learned nothing, nothing at all, is rude, undisiplined, and mentally disturbed, then maybe it will do him some good. However, I really dont recommend holding him back because it will lower his self-esteem which is critical in the development of a child. He simply needs help, maybe more than what a public school can give him. Look into homeschooling. Homeschooling can be designed to fit the needs and interest of a child, and individualized help is given. If you are the teacher and are inquiring to your student, just help him out 1on1. Thats really all he needs. :)

Answer 2

if the child is doing below his level it is worth considering.
giving some sort of make-up/extra classes may also help.

some children may feel a little inferior as if they arnt 'good enough' to go to the next level like their peers are.
Truth is a little humility goes a long way and staying back a grade can be very beneficial to a child.

Answer 3

In some cases, that's the best thing you can do for them. The embarassment down the road is rough, but it would be a lot tougher for them to continue at a pace they can't keep up with. Sometimes it takes kids longer to develop, and if that's the case, then it's best to let them have a year to catch up.

Answer 4

If they are far far behind in class with many subjects then yes, but if it's a subject or two summer school should help.

Answer 5

Only if you absolutely have to. And that is if he/she really learned absolutely nothing. Trust me. Your child will not like it in the long run.

Answer 6

From a research perspective:

The idea of giving a child another year to "catch-up" and develop needed skills sounds like a positive alternative. However, research shows that outcomes for kids who are retained generally are not positive.

In The Gram, a newsletter published by the Learning Disabilities Association of California, David Krantz (2001) reports that a Chicago Schools study found that of kids retained in eighth grade, one-third ended up dropping out of school.

In its 2003 "Position Statement on Student Grade Retention," the National Association of School Psychologists (NASP) reports:

Academic achievement of kids who are retained is poorer than that of peers who are promoted.

Achievement gains associated with retention fade within two to three years after the grade repeated.

Kids who are identified as most behind are the ones "most likely harmed by retention."

Retention often is associated with increased behavior problems.

Grade retention has a negative impact on all areas of a child’s achievement (reading, math, and language) and socio-emotional adjustment (peer relationships, self-esteem, problem behaviors, and attendance).

Retaining elementary-age students may provide an achievement "bounce," but gains tend to be slight and temporary; once the bounce tapers off, students either level off or again fall behind their classmates.

Retaining kindergarten and first-grade students as a preventive intervention is no better for students than retaining them in upper grades.

Retaining students without providing specific remedial strategies and attending to students' risk factors has little or no value.

Students who are retained are more likely to drop out of school compared to students who were never retained. In fact, grade retention is one of the most powerful predictors of high school dropout.

Retained students are more likely to have poorer educational and employment outcomes during late adolescence and early adulthood.

Retention is more likely to have benign or positive impact when students are not simply held back, but receive specific remediation to address skill and/or behavioral problems and promote achievement and social skills.

So, the big question is how you decide if retention is right for your child. Here are some questions to ask yourself:

Academic

In what area(s) is your child struggling the most — reading, writing, math, science, social studies, social skills, other? Is it just one subject or most of them?

What have you and the teachers done this year to help your child develop necessary skills?

What has worked and helped your child learn? What hasn’t worked this year?

If your child were to spend another year in the same grade, what type of instruction would she receive in the areas she finds most difficult? Would a new teaching approach or new materials be used, or would the teacher do the same thing as last year? How do you know that "doing it over again" would make a difference?
What level of performance would you set for your child to achieve if she were retained? What changes would you need to see to be satisfied that retention was effective?

Realistically, will your child be able to meet the required standards to be promoted next year? What kind of change are you expecting in one year? Is that enough to make the retention worthwhile?

Social/Emotional

Is behavior a concern?

How will your child feel about being retained? Will she be more motivated to learn and try, or will she be embarrassed and further withdraw from learning?

What will happen to your child’s peer supports and friendships? How will they be affected by retention?

Alternatives to Retention

The National Association of School Psychologists favors “promotion plus” interventions designed to address the specific factors that place students at risk for school failure. With that in mind, here are questions to ask yourself about alternatives to grade retention:

Have you worked with your child’s teacher to identify accommodations that could increase her success in the classroom? If interventions are working, will they be continued?
Is your child receiving extra support? Does she get one-on-one or small group help to understand new ideas and complete work?

If your child receives special education services, are her IEP goals and objectives/benchmarks related to the standards established by the school? If not, the IEP Team may need to revise them to focus on outcomes leading to promotion to the next grade.

What type of curriculum materials and instructional strategies does the teacher use? How effective are they with your child?
Could your child benefit from one-on-one tutoring or counseling?

Are options such summer school, extended day, or extended year available?

Does your child resist your help with schoolwork? If so, find alternatives — having a sister or brother help with homework, getting help from a high school or college student.

Does your child participate in the school’s homework club or other school programs that provide support?

Would your child’s participation in extracurricular activities, such as soccer, dance, scouts, or choir, help her make friends and become more motivated to do better in school?

Good luck- you have a tough decision to make!

Answer 7

not unless the child really can't do the work they're supposed to know

Answer 8

no