Poor school performance

Poor performance in school is a justifiable cause for concern, as parents often fear for their children’s professional development.

There is no greater satisfaction for parents than the success of their children. The performance under school is a concern very justified because parents often fear indirectly by the professional development of their children and their future welfare. 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 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 talk about specific learning disorders to catalog a set of symptoms that cause a significant decrease in school performance. Disorders such as reading(dyslexia), writing (dysgraphia) or calculation(dyscalcúlia) occur in children with an IQ within normality but who have great difficulties when failing in specific processes.

What to do

 In a standard school, it is not usually the school that adapts to the child, but it is 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 his 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 learning process of the child with difficulties is evaluated and intervened, the better the long-term prognosis.


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. You can also perform a visual-motor coordination test as well as an emotional or personality exploration test to 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 has been carried out, we must draw up a four way action plan: 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 techniques that improve weak points and use the student’s abilities and motivation, will be key to improving school performance and self-esteem.

What you should know

  • It is a complex problem where each child is a peculiar case, with their own learning rhythms and their strengths and weaknesses.
  • Each child has his or her own rhythm, but not tackling the problem up front can make us mourn later about wasting precious time.
  • Aware of our needs, more and more companies offer a psychological consultation service to discuss situations like this.

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