Additional supports may be required for K-12 students struggling with learning after pandemic disruptions

Calgary, AB – Several weeks into the school year and many parents in Alberta are undoubtedly witnessing their children struggling academically, socially or emotionally. For some families, a psychoeducational assessment may be in order, advises registered psychologist Dr. Jennifer Turner, PhD, director of the Centre for Wellbeing in Education at the Werklund School of Education.

“COVID-19 has taken an inconsistent and unpredictable toll on the academic and social development of children and youth over the past two and a half years. Families and school staff are now weathering the impacts to reading, writing, math, and even the ability to maintain attention or regulate emotions for students. A timely consultation can help mitigate disruptions to the typical learning and development process.”

Dr. Jennifer Turner, PhD, registered psychologist and director of the Centre for Wellbeing in Education at the Werklund School of Education, UCalgary

A psychoeducational assessment is the process in which a psychologist collects information about a child’s functioning, from a variety of sources, in order to better understand their strengths and needs. Assessments typically include standardized measures of intellectual functioning, academic achievement, and social/emotional functioning.

But how do parents know if an assessment is warranted?

The child losing interest in school, avoiding or unable to engage in reading or writing tasks, or feeling excessively sad or worried are among the telltale signs to look for, says Turner.

“Parents can reflect on changes to pre-pandemic behaviour by asking themselves: is my child withdrawn, inattentive, restless, impulsive or distracted? Do they cry easily or often? Are they struggling to make or keep friendships? Are they resistant to change or do they require notice and support in order to respond to changes in their routine? Are academics a challenge, or are they reluctant to engage in these tasks? Do they participate in personal interests and sustain their attention for these pursuits, but struggle to start or finish less preferred activities?”

Turner cautions that even if parents answer yes to a number of these questions, they should connect with the child’s school before seeking outside assistance.

“It is important that the first step is working with the classroom teacher and school support services,” she says. “They will be able to help determine if there are additional challenges beyond what other children of the same age and grade are experiencing.”

If this effort results in little or no improvement, Turner says considering a psychoeducational assessment is appropriate. “Parents can turn to private psychologists in the community or local psychology training programs, like the Werklund School’s clinic.”

No matter where support is found, she says it is vital that parents not delay in taking action.

“Early identification and intervention of learning challenges or challenges with social relationships or emotional regulation can improve long term outcomes for children and their family,” says Turner. “Intervention is more likely to be effective when it is provided earlier in life rather than later.”

Media Inquiries

Clayton MacGillivray
Content and Media Specialist
Werklund School of Education
University of Calgary
Office: 403.220.7310
Cell: 587.999.7235
clmacgil@ucalgary.ca

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About the Werklund School of Education’s Centre for Wellbeing in Education
The Integrated Services in Education Clinic offers high-quality psychoeducational assessments and interventions for children and youth as part of the Centre for Wellbeing in Education. Our primary mandate is to provide a centre of excellence in research, education and service through a coordinated holistic vision for the wellbeing of children, youth and transition-age youth.