The first weeks of school can bring growing pains, but persistent struggles may signal a need for additional support. Learn how to track patterns, work with teachers and decide when to consider an educational evaluation.
The first weeks of school can be an adjustment for any child. New teachers, routines and academic expectations can lead to fatigue, frustration or difficult evenings at home. Parents may wonder: Is my child still settling in, or is something more going on?
In more than 20 years of working with children and families, I have learned that one difficult day or week rarely tells the whole story. What matters most is the pattern, how long it persists and whether the child makes progress when appropriate support is provided.
Parentsโ observations offer valuable insight and help document patterns over time. I encourage families to use the Milestones Educational Therapy Instituteโs PAUSE Framework to organize observations and guide next steps.
P: Patterns help clarify concerns
Observe when, where and how often the difficulty occurs. Does frustration consistently appear during reading, writing or math? Ask your child to explain the material as though they were teaching it to you. This can help distinguish difficulty understanding a concept from difficulty getting started, organizing materials or completing an assignment within the expected time.
Difficulties related to adjustment often ease as routines become familiar. A learning concern is more likely to appear repeatedly during specific tasks, occur at both home and school or continue despite appropriate support.
Consider discussing an evaluation when learning concerns persist, progress remains limited despite appropriate support or your child’s difficulties significantly affect learning. Share your observations and ask the school about the evaluation process. You can raise concerns before a lengthy intervention period has elapsed.
A: Add data to your observations
โHomework is a struggleโ expresses a real concern, but numbers give the school team clearer information. For two or three weeks, record the assignment, expected and actual completion times and the help your child needed.
For example: โA 20-minute assignment took 50 minutes on four of the last five school nights, and my child needed six reminders to return to the task.โ
Also note how often directions must be repeated or a particular task is avoided.
For Los Angeles Unified School District families with children in kindergarten through second grade, the Reading Difficulties Risk Screener provides a useful data point. A result of โbelow benchmarkโ or โwell below benchmarkโ is not a diagnosis of dyslexia or a determination of special education eligibility. However, it can provide valuable insight into which reading skills may need additional support.
U: Use targeted support
Share your observations and partner with the teacher. Is the same pattern occurring in the classroom? What skill appears to be causing difficulty? What support has been provided and what additional instruction can be offered? Will it be one-to-one or in a small group? If so, how many students will participate?
Support should match the area of difficulty and be explicit and systematic, meaning the skill is taught directly and in a clear, planned sequence. More homework is not necessarily the answer. A child having difficulty decoding words, organizing written ideas or recalling math facts needs instruction directed toward that particular skill. Ask how often the support will be provided, how progress will be measured and when the team will review the results.
S: Support should lead to progress
Once targeted support begins, continue documenting what you observe. Is reading more accurate? Is writing taking less time? Does your child need fewer reminders? Is their frustration level decreasing?
Progress may appear in several ways โ not only in a test score. A child may approach the task more confidently, work independently or use a newly taught skill with less prompting. If progress remains limited after six to eight weeks of consistent, targeted instruction, the plan may need to be adjusted or the difficulty explored more closely.
E: Evaluate the next step
Bring your notes, work samples, screening results and questions to a teacher conference or Student Support and Progress Team, or SSPT, meeting. The team may continue or adjust support. If concerns persist, it may be worth considering whether a school-based special education evaluation is appropriate.
An evaluation does not automatically lead to an individualized education program, or IEP. If the school conducts an evaluation, the IEP team reviews the results with the family and determines whether the child is eligible for special education services.
Families may also choose a private educational evaluation to understand their childโs learning strengths and needs. Whichever path a family takes, the purpose is not to place a label on the child. It is to understand how the child learns and identify the support that will help them become a confident and successful learner.
Parents can allow time for adjustment while staying attentive to patterns that may call for additional support. They can PAUSE, gather meaningful information and make the next decision with greater clarity and confidence.
Judy Benn, M.A., is a board-certified educational therapist and founder and director of Milestones Education Therapy Institute.













































































