When children are young and begin to go to school, they may arise problems of all kinds, but most are fixed in a few weeks. The school Childhood is fun, children learn by playing and teachers have a close and personal relationship with parents. But that everything is going well in kindergarten, even in the first years of primary school, does not mean that they will not emerge problems at school later.
As the years go by matters get complicated (many times, more than expected), the tasks multiply and children begin to discover that peer relationships They have nuances. They also begin to experience how their behavior influences others and to suffer the consequences of what others do. Children also begin to be aware of their abilities, limitations, and talents, not only academically but also personally. All of these are uncontrollable ingredients in a cocktail that, when shaken, can produce many different results. And, even if it seems that the child is doing well in their studies and is doing well at school, the cocktail can explode.
How to know when your child may have problems at school
When a child or teenager starts struggling with their schoolwork, it is necessary to offer them the help they need as soon as possible. The more time that passes, the more lost you will be and the more difficult it will be to catch up. In addition, it is important to determine what is the source of the problems and assess whether their poor performance and bad attitude are influenced by the relationships with their peers.
These are them signs that your child is having trouble at school and needs help.
He does not want to talk about his studies
Even if your child doesn't talk much about school, it's normal for them to tell you things, to talk about their classmates, what they're studying, the games they play at recess, and so on. However, if one day you notice that your child stops talking about school and/or shuts down completely when you try to bring up the topic, then you should suspect there might be a problem. In many cases, there are shame or fear behind, so it's important to create calm spaces for conversation, without haste and without judgment. Create a daily ritual Brief conversations (for example, talking during a snack) make it easier for them to feel safe to share.
Change in attitude towards school
Children may like different subjects more or less, but there's always one they like better, or at least going to school has the appeal of seeing classmates, talking, playing, and laughing together. Whatever your child's attitude, if you notice a sudden change in attitude towards school you must suspect that something happens.
In many cases, simply observing that it shows boredom And disinterest in the subject matter is already a good sign that something is wrong. Generally, showing boredom is the first indication that they don't understand what's happening in class, that they don't grasp the material. It can also be a response to stress or tirednessTherefore, it is advisable to review sleep routines and activity load.
Spending a lot of time doing homework
A child needing a lot of time to do schoolwork is a big warning sign. that he may have problems at school. They can be academic problems, so you may need reinforcement. But also emotional, since if a child has personal problems with classmates or teachers it will be difficult to concentrate on the task.
Another reason why your child may need a lot of time to do his homework is that he is in class distracted I am good do not attend (which will make homework more difficult) or do not take advantage of the time given in class to work. In these cases, seek help, for example with resources for avoid the struggle with homework, it can be crucial for the child's progress throughout the school system. Add simple supports such as clear routinesShort breaks and a distraction-free study space are essential. If you also notice excessive restlessness, frequent forgetfulness, or difficulty organizing your time, consult with the center to see if any additional support is needed. care assessment and executive functions.
Misbehavior
A child exhibiting misbehavior at school and/or at home can be a sign of divert attention from your problems academics or a way to get attention because you have some kind of emotional problem. Punishments and reprimands only serve to accentuate the problem and complicate it.
Children and young people also need to learn social skills to express their feelings. In fact, identifying their feelings and problems isn't easy for them, and that's the foundation for being able to express themselves. Therefore, if you notice your child misbehaving at home or are told that their behavior at school isn't good, you should equip yourself with the social skills your child lacks to help them and find the origin of the problem in order to take action. Also consider if there are sensory needs (for example, moving, manipulating an object) that help them to self-regulate. At school, a functional assessment of behavior It can help identify triggers and teach alternatives such as asking for a break or requesting help.
Trouble sleeping
If suddenly your child has sleep problemsIf your child sleeps poorly, wakes up more than usual, or even wets the bed, you should start to suspect something is wrong. Although not all problems originate at school, children's lives revolve around it, so it's not unreasonable to think they might be having problems with their studies or classmates. They may also feel... pressured by the grades or that is experiencing some situation of bullyingSleep disturbances worsen the fatigue and irritability, closing a circle that impacts performance.
Eating problems
Similarly, if the child shows a loss of appetite that lasts for days or has a lot of anxiety to eat (especially unhealthy things) you also have to pay attention. The eating disorders These issues should not be taken lightly, and what can be resolved relatively easily can lead to a significant problem that will affect the child's future. In these cases, consult your pediatrician and consider psychological support.
Additional signs and common academic difficulties
Abrupt changes in notes
A sudden and sustained drop may indicate lack of comprehensionemotional problems or difficulty adjusting to the pace.
Lack of interest in learning
Disinterest can be the result of frustrationboredom due to unchallenging content or negative experiences in class.
Concentration problems
Difficulty maintaining attention on short, simple tasks suggests that you need specific strategies and environmental adjustments.
Difficulties in reading or writing
Frequent confusion, slow reading, or spelling errors affect all learning; it is advisable to assess whether there are learning difficulties such as dyslexia (reading/spelling) or dysgraphia (written expression and handwriting). Common signs: read very slowlySkipping lines, reversing letters, avoiding reading aloud, or having unstable spelling despite the study.
Poor performance in mathematics
Avoiding numerical problems or getting stuck can be improved by visual aids and the use of everyday examples. If dyscalculia is present, difficulties with understand quantitiesretain numerical facts or follow word problems.
Language and communication
Some children experience challenges in understand instructionsto find words or follow conversations. The intervention in the language (Speech therapy) helps when there are speech or language disorders that interfere with reading and writing, verbal reasoning, and participation in class.
Non-verbal skills and motor skills
Difficulties perceiving space and orientationInterpreting gestures or coordinating movements can affect writing, sports, or teamwork. If there are motor clumsiness or problems with pencil grip, occupational therapy should be considered.
Frequent complaints from teachers
Reports of non-participation or disobedience provide clues about moments and subjects in the areas where he finds it most difficult.
Changes in behavior and self-esteem
Irritability, apathy, or phrases like "I can't" point to low self-efficacy that needs to be rebuilt with positive reinforcement.
Disorganization and resistance to going to school
Forgetfulness, not knowing where to start, excuses for being absent, or somatic complaints are signs of dissatisfaction with the school environmentIn primary and secondary school, this can translate into not handing in assignments, losing materials, or performance variations between subjects.
Possible causes and triggers you should explore
- School stress due to workload, assessments, or changes in teacher/group.
- Learning difficulties that have not been detected or addressed.
- Social discomfortisolation or conflicts with peers.
- Fine motor skills immature (holding a pencil, cutting) that frustrate.
- Basic needs uncovered (hunger, fatigue(lack of movement).
- Academic pressure or unrealistic expectations.
- Harassment or cyberbullying which impacts their well-being and performance.
- Genetic and family factors that predispose to dyslexia or other difficulties.
- Prenatal and perinatal factors (exposure to toxins, prematurity, low weight).
- Emotional traumas o nervous system diseases that alter the processing.
- Exposure to toxic substances in the environment (e.g., lead) that can affect development.
How to investigate what your child is experiencing
- Talk to the teachers to identify when and where the behaviors occur. Look standards by subject, time slots or activities.
- Explore with your child Their emotional state and what worries or frustrates them. Use open-ended questions and active listening.
- Rule out medical causes: review of vision problems y earSleep, diet. Sometimes problems are solved by adjusting habits.
- Consider a psychoeducational assessment to detect specific learning needs.
- If you are clumsy with manual tasks, consult a consultant. occupational therapy to strengthen grip, coordination and posture.
- Check that the adaptations or agreed-upon support applies; if it exists, request to review it with the team.
- If you are undergoing treatment, coordinates with their school or private therapist.
- Consultation with a neuropsychologist When you suspect persistent difficulties in attention, memory, or executive functions, standardized tests such as WISC-V Reading and writing tests help to identify strengths and needs.
Support and rights in school: assessments, plans and fair discipline
processes to support Support for students with behavioral or learning difficulties is available in many centers; you can request:
- Methodological changes or instructional (more visual, step-by-step, scaffolding).
- Adaptations of the classroom or schedule (groupings, extra time, breaks).
- Interventions with orientation o counseling school.
- An assessment of functional behavior (FBA) to identify causes and support with a plan.
- Un behavioral support plan based on teaching skills: asking for help, requesting a break, regulating emotions.
Key notes for the support to work:
- The plan must teach skills communication and self-regulation, not just prohibition.
- It shouldn't be the unique Answer: First, understand the reason for the behavior and reduce triggers.
- Avoid goals focused on “being like others” if your child needs sensory stimuli (moving, using a restless object) to self-regulate.
- Documenta The interventions are reviewed and their application checked. If they don't work, adjust them with the team.
Regarding discipline:
- Avoid the unofficial departures from the center (“come and pick him up” without a file). The school must guarantee his learning.
- Agree on a de-escalation protocol for moments of crisis (quiet place, reference person, calming objects).
- It rejects disproportionate punitive responses and promotes a educational discipline and restorative.
- Watch out for possible biases that affect students unequally based on their origin, gender, or disability. If you perceive unequal treatment, report the situation to the school administration and the inspection services of the education system in your area.
In addition to the center's support, some children benefit from clinical interventions complementary: speech therapy for oral language and comprehension, occupational therapy for fine motor skills and posture while writing, and specialized tutoring in reading, writing, or mathematics. In cases with anxiety or depression associated with academic failure, the psychotherapy It helps reduce anxiety and strengthen self-esteem. When comorbidity exists (for example, ADHD), the pediatrician or specialist may assess medication to improve care; these decisions should always be personalized and coordinated with the school.
Bullying and cyberbullying: signs and how to act at home and at school
El bullying It's a problem that can go unnoticed if the child doesn't talk about it. Look for these signs:
Behavioral signals
- Increase of passivity or apathy; or, on the contrary, aggressiveness and outbursts of anger.
- He spends more time at home, he becomes obsessed with or video games to escape.
- Request money without justification or loses/damages belongings.
- Nervousness when using the phone or after receiving messages.
Social signals
- More time in lonelinessAvoid going out or socializing.
- They are looking for friends from younger age or they abandon activities they previously enjoyed.
School signs
- Refusal to go to school, absences or illogical round-trip routes.
- Grade drop and refusal to go on excursions.
- He avoids talking about school or gets involved in fights where he always loses.
Emotional, functional, and physical signs
- Mood swingsanxiety, sadness, low self-esteem and irritability.
- Alterations of the dream, changes of appetiteheadaches or stomach aches.
- Appearance of bruisesscratches, torn clothing, or unclear explanations of "falls".
Verbal signals
- complaints of insultos and assaults.
- Quotes of devaluation like “I’m a loser.”
What to do:
- Support him and listen to him Without blaming, validate their experience and gather information about how to detect child abuse.
- Teach him to respond without reinforcing (assertive indifference, asking for help) and asking for support from adults.
- If needed, seek psychological support.
- Inform the tutor/school administration to activate the center's protocol. In serious situations involving assault or sexual harassment, complaint.
When the challenge is fitting it with the educational method
Not all poor performance implies a lack of ability. Sometimes the problem is... methodological adjustmentCommon signs:
- Persistent difficulties in reading and writing from the early years of primary school.
- Effort excesivo to study or get stuck during exams.
- Frustration or rejection of school despite understanding in class.
Around the third grade of primary school, texts and writing become more important. If there are literacy problems, the gap can widen and affect the and motivation. Explore more active and personalized methodologies (project-based learning, multisensory support, emotional and social work) and continuous reinforcement of literacy throughout the stage.
Childhood and adaptation period: signs and guidelines
At the entrance to the children's area it is common to fear of separation due to strong attachment to family. During the adaptation period, the following may appear: humor changesRegressions (asking for a pacifier or bottle), sleep problems, and some disobedience may occur. If these persist and increase, it's advisable to increase support.
Helpful guidelines:
- makes a progressive adaptation If the center allows it, starting with short stays.
- Workouts predictable: getting up a little earlier, organizing backpacks and clothes the day before.
- Hen&Stag brief and positiveavoiding prolonging the moment.
- It allows a transition object (stuffed animal, handkerchief) if needed.
- Keep communication flows with the center and reserves some playtime when returning home to share what they experienced.
Detecting these signs early and understanding their origin makes all the difference: restore confidenceCoordinating with the school and applying an emotionally respectful approach helps your child enjoy school again, learn meaningfully, and regain motivation.
