Boston — Parents should look beyond grades when evaluating how their children are adjusting to the school year, according to education strategist Michelle Smith, who says changes in confidence, engagement and well-being can be important warning signs.
Smith, Founder and Chief Education Strategist of Independent Education Group, said report cards provide only part of the picture when assessing whether a student is thriving academically and socially.
“Sure, everyone wants to see the grades on the report card, but the evaluation of how your child is doing so far this year doesn’t stop there,” Smith said. “A child can get decent grades and still be strongly struggling in other areas that need to be addressed. There’s so much more to it than the grades.”
Smith said parents should pay attention to five areas in particular: loss of confidence, disengagement or reduced curiosity, lack of belonging, changes in well-being and a mismatch between a child’s abilities and academic performance.
A student who was previously confident may become afraid of making mistakes, worry excessively about performance or repeatedly seek reassurance, she said.
Disengagement may appear as a student no longer asking questions, participating in class or talking about school, even if grades remain acceptable.
Parents should also watch for signs that a child is struggling socially, including difficulty developing peer relationships, withdrawing from others or feeling disconnected from teachers.
Changes in sleep, persistent fatigue, irritability, physical complaints related to school or unusually high stress can also signal that a student may need additional support.
Smith said parents should also consider whether a child’s performance reflects their abilities. Some students may earn satisfactory grades while being underchallenged, overwhelmed or insufficiently supported.
“The first report card should start a conversation, not end one,” Smith said. “I encourage parents to look beyond the grades and ask: Is my child engaged? Do they feel known? Are they appropriately challenged? Do they belong? And most importantly, is what we’re doing still working for this child?”
Smith recommends that families periodically reassess whether a student’s educational setting and support system continue to match the child’s needs.
She has more than 20 years of experience in education, including roles as a dean of students, principal and head of school, and now advises families on school selection, educational transitions, parent guidance and student advocacy.
