Poor school performance

There is no greater satisfaction for parents than the success of their children. The poor school performance is a cause for concern highly justified, since parents often fear indirectly for their children's professional development and future well-being. We speak of poor school performance when, having ruled out a problem or disorder in the child's intellectual development, the child does not progress in school learning as would be expected.

Causes and symptoms

The causes of poor school performance are often multiple and can also involve various focuses of attention, from the child's own nature to the teaching method or the family's social, cultural and emotional environment.

It is a complex problem where each child is a peculiar case, with their own learning rhythms and their strengths and weaknesses. Some children need more time to process information, others have difficulty understanding what they read, and some process information better visually.

Currently we speak of Specific Learning Disorders to catalog a set of symptoms that cause a significant decrease in school performance. Disorders such as reading (), writing (dysgraphia) or calculation (dyscalcúlia) occur in children with an IQ within normality but who have great difficulties when failing in specific processes.

To do

In these cases, MAPFRE helps you by including the Psychological Guidance Telephone Service in its service, through which psychological consultations can be transferred and guidance can be obtained through a qualified team of psychologists who will study each case in a personalized way.

In a standard school, it is not usually the school that adapts to the child, but rather the student who must adapt to the methodology and must exceed the curricular objectives. The lack of personalized attention adapted to the child's way of learning further enhances poor school performance in a percentage of students.

With some frequency, learning delays in the first years of schooling are usually minimized under the pretext that the child will already assume them (reading, writing, etc.). Certainly, each child has their own rhythm, but not addressing the problem from the beginning can lead us to regret the loss of precious time later. Perhaps the earlier the struggling child's learning process is assessed and intervened, the better the long-term prognosis.

Diagnosis

When learning problems are detected in one area or several, the first thing is to carry out a thorough psycho-pedagogical evaluation, exploring the child's cognitive and emotional parameters. To begin an exploration of the IQ, it will give us a rough idea of ​​how the little one is compared to children of the same age. Visual-motor coordination tests can also be carried out, as well as emotional or personality exploration tests that help us better understand the reality and idiosyncrasies of the child.

Regarding the IQ, it is not as important in itself as the analysis of the processes that are failing: memory, attention, linguistic processes ...

Once the psychological analysis is done, we must draw up an action plan four-way: child-parents-school-psychopedagogical support. The intervention must be considered as multidisciplinary, where each part is important for the final success.

Time planning, teaching study skills that better the weak points and use the capacities of the student and the motivation of the same, will be key to improve school performance and their.