Mental health

Two studies have reported that older primary school children view grade retention as being in the top three stressful life events: along with losing a parent and going blind (e.g., Anderson, Jimerson & Whipple, 2005). Young children view retention as a punishment and experience sadness, fear and anger when not promoted. In the short-term retained children can face social isolation. For example, there is some evidence showing that peers choose younger same age peers with whom to play rather than the older retained child. In the longer-term retained students tend to experience poorer social adjustment and emotional health, including lower self-esteem and perceived competence, than equivalent promoted peers (e.g. Jimerson et al., 1997).

Student behaviour

The presence of behaviour problems is a predictor of grade retention. Yet the evidence suggests that retention in a grade actually exacerbates the problem (e.g., Jimerson et al., 1997). In male students, grade retention can have long lasting adverse effects on inattentiveness, oppositional behaviour and aggressiveness (Pagani et al., 2001). A similar ‘spike’ in disruptive behaviour is typically seen in female students. However, unlike their male counterparts females display these behaviours for just a short period.

Does timing of retention affect outcomes?

Some authors have argued that age and maturity are significant factors in early school success and that perhaps holding young children back early in their school career will lead to better academic outcomes. Despite the intuitive appeal of holding back a young student seen as immature, the evidence does not support the practice. While retention in later grades may be more harmful than when conducted in early grades, the effect is relative and does not mean that early retention is useful or effective.

What’s the answer?

Like so many things in mental health and education we don’t have perfect information to guide us.

To settle the question of repeating forever we would have to conduct a study (actually multiple studies to be confident) with four equivalent groups. Group 1 is retained with no additional intervention. Group 2 is retained with the “intensive intervention”. Group 3 is promoted with no additional intervention. Group 4 is promoted and given “intensive intervention”.

Of course, this study will never pass an ethics committee and therefore will never be conducted. We are therefore stuck with making decisions on less than perfect evidence. In other words, it’s a guess. We will only know if repeating has been good or bad for a child by making a decision and trying it. we will only know when we know; a very uncomfortable place for. apparent to be.

On balance, we suggest following the following guidelines:

1. Only consider repeating in early years.
2. Consider moving school to do so.
3. Repeating can be a good idea if moving States as, despite the National Curriculum, there can be considerable differences between the emphasis given to parts of the Curriculum by different states and education systems.
4. In all though, we generally favour grade promotion. We never really “fix” anything in mental health or education. The main problem being that there is an interaction between student characteristics and the environment (the curriculum and teaching). Neither are easily changed. Therefore, we can reasonably expect that the student who has learning and developmental differences will always have some difficulty at school. In facts, some studies have reported small benefits for promoted students over retained peers. However, both groups perform more poorly than control students (those without any learning, emotional or behavioural difficulties; Silbergitt, Jimerson, Burns, Appleton & James, 2006). In other words, in the best possible case the promoted student will do slightly better than the retained student. However, both will continue to experience significant difficulties within the areas of function identified as being impaired. Our job is therefore more one of harm minimisation. Identify the child’s weaknesses and work on them. Give them specific skills that they can replicate and use to control their environment. Identify their strengths and multiply them. Give them areas in school or out that make them feel competent and make them feel like they have control over their environment. Overall, our intent should be to get these kids out of school as quickly as possible; something repeating doesn’t achieve. Adult life will be far easier for most. It allows the individual to specialise, which cuts down on the total amount of things they have to learn. They generally have more time to develop mastery over these smaller sets of skills/information. Finally, adult creates drive as the individual realises there is a need to develop mastery and to work because they need to pay the rent, afford movie tickets for their next date etc.