Addressing Possible Issues At An Early Age

As an elementary-school teacher, I felt a need to respond to the grandmother who wanted her grandson to repeat seventh grade. It is never easy to watch a child struggle with anything. Grandparents see their grandchildren as bright, shining stars -- as they are! However, that does not mean difficulties in learning don't exist.
Without sounding an alarm or having parents or grandparents feel they need to be alarmed, I wish more of them would be open to looking at and gaining strategies for school struggles earlier. Not in terms of immediately labeling, but in beginning to acknowledge that a child might need extra support. Many times kindergarten and first-grade teachers share concerns with the willingness to give support and help, but these concerns are too difficult for parents to accept. They feel their little one is too young for such concerns to be voiced. Often excuses will be made, such as the teacher doesn't like the child or only likes the really smart kids. This reaction is understandable -- but not in the best long-term interest of the child.
If retention is being addressed for the first time in seventh grade, it is much too late. I liken this to the seam on a pair of pants. In early years, it's stretched and pulled a bit, but each year the tug gets greater until the seam splits. Once the seam is fully split, it is clear there's a hole. At this point it is extremely hard to ever get it back to where it started. (Never impossible, but much more difficult than if reinforcement stitches had been made along the way.)
Whether it is ideas for reinforcement at home, Title One support (if it is available), testing for physical, cognitive or other struggles or an early retention, I urge parents and teachers to put things on the table and work on a plan for success earlier rather than later. -- Elementary-School Teacher
Answer: We can't agree more that problems usually get worse if they are not addressed as soon as possible.