The findings of a study I came across recently claims that not only is there no benefit in making a student repeat a year level of school, but that it actually does some harm:
The study, by Deakin University’s Dr Helen McGrath, also found students who repeated a year were 20 to 50 per cent more likely to drop out, compared to similar students who progressed.
Dr McGrath reviewed dozens of studies by academics in Australia and the United States over the past 75 years comparing the outcomes for students with specific needs who were either held back or allowed to progress.
She said those studies failed to support the popular assumption among teachers and parents that repeating a year helped a student’s academic performance.
“There may be an occasional student who is the exception, but for most students providing them with more of what didn’t work for them the first time around is an exercise in futility,” she said.
“In fact, repeating a year confirms to a student that they have failed.
“They experience stress from being taller, larger and more physically mature than their younger classmates. They miss their friends who have moved on to the next year level.
“They also experience boredom from repeating similar tasks and assignments. Their self esteem drops. All of these factors ultimately lead many to drop out.”
There also appears to be no benefit in holding children back from starting school because they were not seen to be “school ready”.
“If a child is old enough to enter primary school, then holding them back and enrolling them in an additional year of preschool appears to provide no academic or social advantages and may in fact be detrimental in many cases,” she said.
Dr McGrath said simply promoting the struggling student to the next year level was not the answer either.
She said schools needed to consider more effective alternatives to support students who experienced social, behavioural or academic difficulties.
These included identifying problems at pre-school level and developing programs to address them, creating individual education plans, providing specialist support and adapting the curriculum to the needs of the student.
“Multi-age classrooms and peer tutoring also provide ways of supporting students who may be struggling,” she said.
Whilst I respect the findings of this study, the trend of promoting students for no other reason than to protect their self-esteem is quite challenging for teachers. It means that the child is often far behind, is often missing basic skills and therefore cannot understand advanced concepts and sometimes disrupts the other students. It means that there will be students that can’t read or write properly entering into high school.
How is that beneficial to the child? How does being set vastly different work to ones classmates make that child feel any less of a failure?
Teachers will generally do anything they can to accelerate the divide between struggling students and the rest of the class. The last thing they would ever want is for any of their students to suffer emotionally.
At the same time, the current closed mindedness of education experts when it comes to repeating year levels is a concern. Surely, at some point, the child has a better chance repeating a year than they do being promoted on the back of under developed skills?
I am in no way an advocate for making children repeat year levels. But I am also mindful that gaps can grow, and the result of a skills divide in the classroom can have a lasting effect on both class and struggling student.
I suppose it just goes to show the importance of good teaching in the early years, alertness in spotting any learning problems or difficulties and a well run and resourced Special Education/Remedial Education department.
Topical Teaching 