What to Do If You Think Your Child Needs Learning Support

• Struggling despite effort (or despite being "smart")
• Avoidance of certain tasks (reading, writing, maths)
• Anxiety about school or specific subjects
• Difficulty with focus, impulse control, or organisation
• Slow reading or writing relative to peers
• Difficulty understanding instructions
• Behaviour changes when frustrated (aggression, shutdowns, tears)

These signs can point to learning differences (dyslexia, dyscalculia, ADHD, processing issues) or other factors (anxiety, sleep, home stress). Professional assessment clarifies.

Email the teacher: "I've noticed [specific observation]. Are you noticing this at school too?"

Examples: "He's avoiding reading," "She's having trouble with letter formation," "He's not following instructions."

The teacher's perspective is crucial. They see your child alongside 25 peers. That context matters.

If the teacher hasn't noticed, you might be overthinking. If they have, you have confirmation and a partner.

If teacher agrees there's a concern: "Can the school assess [child] for [area of concern]?"

Many Australian schools have learning support teachers who can do initial screening assessments.

This is usually free and confidential. It helps identify whether there's a learning difference or another issue.

Formal assessment (by educational psychologist) is more thorough and often comes next if screening suggests a need.

If school screening suggests a need, consider formal assessment by an educational or clinical psychologist.

Cost: typically $800-$2000+ (not covered by Medicare without specialist referral, but some psychologists bulk-bill).

What it includes: IQ testing, processing speed assessment, reading/maths specific tests, sometimes ADHD screening.

Result: a formal report identifying strengths, weaknesses, and diagnoses if any. Recommendations for support.

This report opens doors: school accommodations, potential Medicare rebates for therapy, adjustments in exams (extra time, reader/scribe).

With the diagnosis/assessment in hand, work with the school to develop a plan.

This might include:

• In-class support (teacher aide, smaller group work)
• Modified assessment (extra time, different format)
• Specialist teaching (literacy or numeracy intervention)
• Therapy (speech/language, occupational, psychology)

Get it in writing. Ensure everyone (teacher, principal, support staff) knows the plan and implements it consistently.

Stay involved. Check in regularly: is the support working? Is your child progressing?

If not, adjust. Support plans aren't static. As your child grows, needs change.

You're the expert on your child. If something isn't working, say so. Partner with school to problem-solve.

Remember: getting support identified is not a reflection of your parenting. It's getting your child the right help. That's good parenting.