Independent schools and learning specialists

[Anonymous]

Our DCs are in 3rd grade and 5th grade at two different privates. Both schools have learning specialists but they appear to have somewhat different approaches.

Our 5th grader is thriving and we have observed their school's learning specialists being supportive but also conservative to not over-pathologize typical development that may be age-appropriate. More of a 'wait-and-see' approach' vs immediate formal assessment and diagnosis. Most if not all of these subtle challenges identified often resolve over time.

On the other hand, our 3rd grader, who has very similar development traits as our 5th grader's, has had subtle challenges which we thought were developmentally appropriate traits being 'flagged' by their school's learning specialists as needing attention and formal assessment for early intervention.

We understand that sometimes there could be perceived pressures in privates to demonstrate value especially those with robust learning support departments.

Can anyone share their experience with learning specialists at their independent school. Particularly interested in hearing if families have had any similar experiences around potentially age-appropriate challenges and over-pathologizing typical development? What did you do? How did it work out?

[Anonymous]

Our 2nd grader went through a similar experience as your 3rd grader. Looking back, we wish we had pushed for a wait and see approach because now, we are stuck with a label that may not fully represent our daughter, and which has severely limited her school options which were open and available just two years prior. We will be leaving the school regardless.

[Anonymous]

My experience at a school like the one your 3rd grader is at, they have too many struggling learners in older grades (ours is the Covid-times young elementary kids who are now in 4th-7th) and they can’t support everyone. So the extra diagnosis and support effort is because they are trying to identify needs they don’t have the resources the serve through middle school and gently counsel out if needed.

I believe that our k-8 school felt badly burned by its wait-and-see approach because it became known as a place where kids with needs who stay in mainstream private and avoid public but still get their needs met. But HS admissions became challenging and the school struggles to retain gifted kids and maintain leveling. The gifted kids’ families felt they didn’t have a strong peer group in their academic classes.

[Anonymous]

Our school used to have a wait and see orientation, but that meant that kids were identified late, especially for dyslexia, which made remediation harder. They are now trying to identify earlier and be more explicit when recommending evaluations. I and other parents I've talked to think that's an improvement.

[Anonymous]

My child was flagged at her private around 1st grade and we waited a bit and ended up getting her a full assessment at the beginning of her 3rd grade year and the learning specialists were correct with their assessments. It’s enabled my child to get early intervention and accommodations.
I understand about not wanting to be labeled however you don’t need to share the assessment if you don’t want to but it could help you know what you’re dealing with.

[Anonymous]

Anonymous wrote:Our DCs are in 3rd grade and 5th grade at two different privates. Both schools have learning specialists but they appear to have somewhat different approaches.

Our 5th grader is thriving and we have observed their school's learning specialists being supportive but also conservative to not over-pathologize typical development that may be age-appropriate. More of a 'wait-and-see' approach' vs immediate formal assessment and diagnosis. Most if not all of these subtle challenges identified often resolve over time.

On the other hand, our 3rd grader, who has very similar development traits as our 5th grader's, has had subtle challenges which we thought were developmentally appropriate traits being 'flagged' by their school's learning specialists as needing attention and formal assessment for early intervention.

We understand that sometimes there could be perceived pressures in privates to demonstrate value especially those with robust learning support departments.

Can anyone share their experience with learning specialists at their independent school. Particularly interested in hearing if families have had any similar experiences around potentially age-appropriate challenges and over-pathologizing typical development? What did you do? How did it work out?

Can you share the school your 5th grader is at? This is the approach I want for my child but I don't know how to identify schools that look at it this way versus those that don't? Or anyone else on the thread share schools that take the wait and see approach?

[Anonymous]

It’s much better to catch issues earlier. I wish I had taken our schools recommendation to get an assessment in 1st grade when they first suggested it.

[Anonymous]

US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

[Anonymous]

Without knowing your child’s needs, as an educator, I can say that early intervention is critical in setting children up for success. If you suspect that your child has an additional learning need, I would encourage you to talk openly with the school and seek out an psychoeducational evaluation if they recommend it.

[Anonymous]

Anonymous wrote:US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

Would this apply to someone born in late April? My DS is at a private school often discussed on this board. I was told by his teachers he has focus and attention issues. He does not bother anyone else, but they worry he won’t learn if he does not pay attention in class. He reads well, writes and does math at or above his expected level (especially reading). I know there is one boy younger than him, but everyone else seems to be born in the Fall (with a few kids that were redshirted).

[Anonymous]

Anonymous wrote:

Anonymous wrote:US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

Would this apply to someone born in late April? My DS is at a private school often discussed on this board. I was told by his teachers he has focus and attention issues. He does not bother anyone else, but they worry he won’t learn if he does not pay attention in class. He reads well, writes and does math at or above his expected level (especially reading). I know there is one boy younger than him, but everyone else seems to be born in the Fall (with a few kids that were redshirted).

he just finished K

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

Would this apply to someone born in late April? My DS is at a private school often discussed on this board. I was told by his teachers he has focus and attention issues. He does not bother anyone else, but they worry he won’t learn if he does not pay attention in class. He reads well, writes and does math at or above his expected level (especially reading). I know there is one boy younger than him, but everyone else seems to be born in the Fall (with a few kids that were redshirted).

he just finished K

The teacher is comparing him to his peers. There's a lot of redshirting in private schools, so he's among the youngest. In public schools it would be very unlikely that a boy with that birthday who started Kindergarten at age 5 would be the youngest.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

Would this apply to someone born in late April? My DS is at a private school often discussed on this board. I was told by his teachers he has focus and attention issues. He does not bother anyone else, but they worry he won’t learn if he does not pay attention in class. He reads well, writes and does math at or above his expected level (especially reading). I know there is one boy younger than him, but everyone else seems to be born in the Fall (with a few kids that were redshirted).

he just finished K

The teacher is comparing him to his peers. There's a lot of redshirting in private schools, so he's among the youngest. In public schools it would be very unlikely that a boy with that birthday who started Kindergarten at age 5 would be the youngest.

Thanks. The teachers did not suggest redshirting or testing. I know they recommended the testing to someone else.

[Anonymous]

Anonymous wrote:

Anonymous wrote:US has the highest ADHD diagnosis rates. And it really depends on how you interpret that. This could be due to more awareness and access to testing. But there could also be instances of over diagnosis due to pressure to perform, relative age, and environment.

A child’s relative age in the classroom is actually one of the most well-documented contributors to ADHD overdiagnosis. A particular U.S. study found 30–60% higher odds of ADHD diagnosis for youngest-in-class kids.

In most school systems, children born just before the cutoff date for school entry are the youngest in their grade — sometimes almost a full year younger than classmates (particularly in this area where redshirting is a common practice). In early grades (K–2), 1 year of age difference is huge in terms of attention span, self-regulation, and activity level.

Would this apply to someone born in late April? My DS is at a private school often discussed on this board. I was told by his teachers he has focus and attention issues. He does not bother anyone else, but they worry he won’t learn if he does not pay attention in class. He reads well, writes and does math at or above his expected level (especially reading). I know there is one boy younger than him, but everyone else seems to be born in the Fall (with a few kids that were redshirted).

I can’t speak to any issues, but just a note of reassurance - as you get into bigger schools, you’ll find more kids younger than your son. My DC has an early April birthday and is far from the youngest in their grade - not even the youngest in their friend group. That was true in MS with 30-40 students per grade and especially now in HS with 120 students per grade.

[Anonymous]

Our DC is one of the youngest in class with other kids a year older, so DC seems to fall into this situation and we’re concerned this push for testing etc is making us want to redshirt them so they’re not being labeled inappropriately.