If children don't make good progress or are not ready for the next grade, hold them back, right? According to a recent study, this is a myth that can actually be harmful

The Study

To Repeat or Not to Repeat?, a study published in the July edition of WORDS: Journal of the Association of Western Australian Primary Principals, states that not only is there no evidence that retention is beneficial but that it can actually be damaging.

The study was conducted by Dr. Helen McGrath of Deakin University and was based on dozens of studies over the past 75 years in both Australia and the United States.

Findings

Dr. McGrath found the negatives to be:

• Students were 20-50% more likely to drop out of school.
• The extra year confirms to the students that they are indeed a failure.
• Students experience stress from being taller and more mature than peers.
• They miss their friends that have been their support system for many years.
• Students are often bored repeating the same lessons.
• Self-esteem drops.

The above factors lead many students to give up completely on school. And, recent trends in education show students often improve when taught differently. For example, boys respond to male teachers and often lag behind girls developmentally and academically.

Alternatives

On the other hand, McGrath does not advocate social promotion. So what does she suggest?

• Quality pre-school programs
• Quality specialist programs
• Adapting the curriculum to the needs of the student
• Multi-age classrooms
• Peer tutoring Individual educational plans, IEP

McGrath states that the studies failed to support the common belief that another year of school will help a struggling student. Beyond the occasional exception, grade retention does not yield the desired result.

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Copyright article 2006 Barbara Pytel. All Rights Reserved.