The end of the year is speeding towards us, and for teachers, kids and parents alike, that means one thing – report card time.
Right now, teachers across Australia are busy marking reports for nearly . Each report is filled out according to different and , as well as differing degrees of .
But what about parents? What guidelines, if any, can help prepare you to respond in the right way when you receive your child’s report card – especially if your child isn’t doing as well as you might like?
A recent , published in the , offers some useful advice.
Researchers asked parents of nearly 500 US children how they would respond if their 11- to 13-year-old child brought home a report card with lower-than-expected grades or progress.
They sorted those responses into two broad categories – “punitive” vs “proactive” – and then investigated whether the parents' responses predicted better or worse school results five years later.
The study found that children whose parents said they would respond by lecturing, punishing or restricting their child’s social activities actually had lower levels of literacy and maths achievement by the end of high school.
The main reason that “punitive parenting” strategies like those are unlikely to work is that they do not directly address the underlying problems that lead to the poor result.
For example, the researchers argue, limiting social activities is only likely to improve school performance if going to too many social events is the reason underlying the poor performance.
Perhaps just as importantly, parents who use punitive parenting practices may inadvertently deny their children the opportunity to learn the very skills and knowledge they require to improve their grades. Even worse, punitive strategies may increase children’s sense of frustration and aversion to school work.
If punishment won’t work, what are some proven solutions?
On the positive side, the and have shown that children growing up in a cognitively stimulating home environment – characterised by things like access to books, musical instruments, and trips to the museum – are likely to show higher levels of achievement in reading and maths in high school.
Other evidence also points to the value of creating a less punitive and more with warm, , though still with limits and boundaries for their children.
Such an environment not only stands to enhance your child’s academic achievements, but many aspects of their , development too.
In addition, the University of Michigan study said teachers should consider providing comments with grades so that parents can understand the reasons behind the child’s performance, such as lack of comprehension of the concepts versus not submitting homework on time.
Other research has shown the importance of giving and seeking from an external source, such as a parent or teacher, on what good performance is, how their current performance relates to the ideal standard, and how they can act to close that gap.
Teachers are a great source of information so that parents can understand the reasons behind their child’s poor performance, and not make faulty attributions about the underlying cause.
And no matter how bad the report card might be, don’t fall into the easy trap of taking out your child’s poor performance on the school.
Teachers are not only there to help, but are an important ally in helping improve your child’s school performance. Engage in with your child’s school that is built on mutual respect and understanding.
It is important to note that there are plenty of other factors that can predict academic success: , , the , and .
Some of these factors can’t be changed, but many can.
The challenge for parents is to tune in to those things that can be changed and act on them accordingly.
Three tips to remember at report card time
- When unexpected or poor results come in, research shows that reacting with frustration, anger, lecturing or punishment isn’t the best way to get better results.
- Consistent and responsive parenting will do more good than a punitive approach.
- Give and seek specific feedback on your child’s progress – especially the reasons behind any unexpected results.
Jinny Hong is an employee of The University of Queensland (UQ). UQ owns The Triple P-Positive Parenting Program. The University through its technology transfer company, UniQuest Pty Ltd, has licensed Triple P International Pty Ltd to publish and disseminate the program worldwide. Royalties stemming from published Triple P resources are distributed to the University and contributory authors. Jinny Hong has no authorial connection to Triple P and is not a financial recipient of program dissemination.
