By Dr Romi Rimer
Without a doubt, being a parent is the hardest job in the world. There are so many decisions to be made and each one seems more vital than the last. With 
no cheat sheet and no guaranteed formula, we, the parents, must make the best choices we can with the information available to us and then pray that they result in a happy, successful child.
There is one decision that continues to be discussed in great depth and in great numbers, in schools and paediatrician offices, across Australia at this time of year. That is, whether or not little Ethan, or little Emma, should repeat their year level at school next year.
Many parents have a clear idea of what they feel is best for their child and no-one should judge their decision either way. But many parents I see, both in my clinical practice as well as in the school yard, find it difficult to make sense of the vast array of opinions and anecdotes that they hear from well-meaning people, as well as online.
For those of you in that boat, you should know that this question has been studied extensively over the last 85 years in countries all across the world. One study even compared children who did repeat, with similar children who did not repeat, for 21 years. In each study, the conclusion was the same – there is no long-term social or academic advantage if your child repeats.
Some of the important points from the research are that overall, repeating:
• Does not improve academic outcomes (although it may appear to do so for that repeated year);
• Often leads to negative attitudes about school and learning;
• May result in behavioural problems;
• Does not improve ‘school readiness’.
So what else can you do?
1. Firstly, you need to consider whether or not there is a significant problem. Children are individuals and all of them (like all of us) have their own strengths and weaknesses. Think about whether your child simply has a weakness, or whether there is a substantial issue that needs attention.
2. If you decide that there is a problem that needs addressing, try to define exactly what the issue is and focus your efforts towards that goal. Some suggestions include:
• If there is concern about socialising, you might consider more play dates or involvement in group activities (like soccer or ballet).
• If you’re concerned about your child’s motor or language skills, then practice is essential. Getting assistance from a physiotherapist, occupational therapist or speech pathologist may be helpful.
• If there is concern about your child’s academic performance, then they may benefit from an individual learning plan from the school or even tutoring.
3. There is help and advice readily available. Your school, GP or paediatrician may be a good place to start.
There are many factors at play when choosing whether or not your child should repeat. The scientific research on this topic is just one of those that should be considered. Ultimately, you know your child best.
So consider all of the information available to you and rest assured that any decision that you make with your child’s best interest at heart is likely to be the right one!
9 comments for “Repeating year levels at school – what does the research say?”
Kate
I’m really interested in reading the research you looked at regarding “school readiness” as it’s such a trend to hold kids back from starting school. I’ve looked, but while there seems to be a lot about repeating in general, not so much about holding kids back, and people are referring to yhe Scandinavian research about starting school later doesn’t affect outcomes as a reason to hold kids back. Can you post some links or list some articles that you looked at regarding this. Thankyou very much!
walshh
Hi Kate. Thank you for your comment. There is a really interesting article by Dr Helen McGrath, that summarises and references the main research on this topic. Here is a link to it: http://bit.ly/1XObebe. Thanks, Dr Romi Rimer.
Brooke
Very interesting!! Is there any research specific to delaying school entry? Or would this fall in line with findings about “repeating” ? Thanks!
Micaela
Very Intersting article. I have decided to repeat my year. I find that moving on leaves a gap in our learning that continues on through school. You also find that particularly in high school, you miss valuable life lessons.
If I moved on I would have to do extra work to catch up and it would massively impact my ability to choose subjects I want and the experiences I am offered during the year.
I think that if you have missed out on heaps of the year, repeating isn’t technically doing everything all over it is essentially starting another new year
walshh
Hi Brooke, There are many factors that parents consider when making this decision. One of those factors is likely to be the research, which shows that overall there is no long term benefit in delaying school entry. Thanks, Dr Romi Rimer.
Brooke
Thanks!!!!!
On delaying school entry:
https://www.facebook.com/HuffingtonPost/videos/10153486502541130/
Julie
Hi Romi,
I have a 7 year old in grade 1 (is in a composite 1/2 class) who has missed a significant amount of school due to a chronic illness. He is still at prep level academically, has low self esteem, his energy only keeps him going until lunchtime and he hates learning. I can’t imagine that he will be ready for a 3/4 class in 12 months. Rather I feel that in 12 months I may consider that he repeats a grade and starts afresh at a new school. Do you have much research on chronically ill kids who struggle to keep up despite the best efforts of a school teacher and targeted intervention?
Ebony
It seems the trend at the moment is to send kids to school later rather than from 4 1/2 when they are technically allowed to start. Some schools have a cut of age where if you start your child early (because of huge costs associated with child care) and their birthday is after this nominated date, the expectation is that they are to repeat year 1. I am wondering about the impacts that the age difference will have on the younger kids later down the track. There is a greater expectation of level of maturity, delayed puberty with peers and in order to keep up with the older kids later on, they will most likely endure more risk taking behaviours. So while there is research to claim that there is no perceived academic benefits of repeating the kids, surely there is reason for level of emotional maturity. There needs to be a review of starting age because sending the child at the perceived normal starting age is a disadvantage.