Does My Child Need an Assessment? Early Signs to Look For

As a parent or teacher, it can be hard to know when a child’s learning or behaviour is part of typical development or when it may be a sign that extra support is needed. Educational assessments provide clarity. They help families and schools understand why a child might be struggling and what will actually help.

Below are evidence-based early signs that a child may benefit from an educational, cognitive, or neurodevelopmental assessment. These signs don’t mean your child has a diagnosis, but they can be a clue that more understanding whether further assessment will be helpful.

Early Signs to Look For

1.   Ongoing Difficulties With Reading, Writing, or Maths

Many children take time to develop literacy and numeracy. However, research shows that persistent difficulties over several terms (despite consistent teaching and support) can be a key sign of a learning difference such as dyslexia, dyscalculia, or dysgraphia (also known as a specific learning disorder).

Specific signs that you might notice include:

• Struggling to sound out words or recognise common words
• Strong verbal skills but weak reading or spelling
• Slow, effortful writing or frequent letter reversals beyond Year 2
• Difficulty remembering number facts or completing maths tasks
• Avoidance or distress around literacy or maths activities

These patterns suggest your child may be finding learning harder than expected for their age and could benefit from a learning assessment.

2.   Attention, Focus, or Organisation Challenges

Difficulties with attention and executive functioning can appear differently across children, but may include:

• Trouble starting tasks without significant adult support
• Being easily distracted, restless, or constantly ‘on the go’
• Forgetting instructions, school equipment, or daily routines
• Struggling to organise ideas, manage time, or stay on task
• Big emotional reactions when demands increase

These can be early signs of ADHD or executive functioning difficulties that impact learning and behaviour

3.   Behaviour That Seems Out of Sync With Expectations

Behaviour is often communication. When a child consistently struggles to cope with classroom expectations, transitions, or learning demands, it may signal an underlying need, not ‘naughtiness.’

An assessment could be helpful if you notice:

• Avoidance of schoolwork or refusal to complete tasks
•  Meltdowns around homework or particular subjects
• Frequent emotional outbursts, shutdowns, or withdrawal
• Difficulty reading social cues or managing friendships
• A noticeable gap between potential and output
• When your child’s behaviour seems bigger than the situation, it’s a sign there may be something else going on.

4.   Large Differences Between Strengths and Challenges

A ‘spiky profile’ is common in many neurodivergent learners. A child may:

• Be advanced verbally but struggle with writing
• Have excellent reasoning but difficulty with basic reading
• Be gifted in some areas but overwhelmed by routine task
• Have strong creative or practical skills but trouble focusing

An assessment can help identify giftedness, twice-exceptionality (2e), or learning differences masked by strengths.

5.   Teachers Express Ongoing Concerns

If teachers have repeatedly noted the same concerns over the term or year, it’s worth paying attention. Patterns across environments (home + school) have strong predictive value for learning needs.

Teachers may comment on:

• Slow progress despite extra help
• Difficulty keeping up with peers
•  Needing significantly more teacher support
• Being capable but inconsistent
• Struggling socially or emotionally

If teachers bring up the same concerns throughout the term or year, it’s important to take notice. Teachers see your child in structured learning situations every day, so consistent patterns, especially when matched with what you notice at home, can be a strong indicator of an underlying learning or developmental need.

6.   Your Child Is Anxious About School or Avoiding Learning

Anxiety about learning or school can be an early sign of:

• Feeling ‘different’ from peers
• Fear of failure
• Unrecognised learning difficulties
• Sensory, attention, or processing needs
• Low confidence linked to repeated struggle

School refusal or ongoing reluctance is usually a sign that your child is feeling overwhelmed and needs extra support.

7.   Developmental Concerns or Social Communication Differences

Some children may show early differences in communication, play, sensory needs, or social interaction. Consider an assessment if you notice:

• Difficulty with back-and-forth conversations
• Limited eye contact or facial expressions
•  Highly focused interests
• Sensory sensitivities or rigid routines
• Trouble understanding social rules or emotional cues

These can be signs of autism or related neurodevelopmental differences.

Why Early Assessment Matters

Research consistently shows that early identification leads to:

• Targeted support
• Improved academic outcomes
• Stronger confidence and resilience
• Reduced frustration and behavioural challenges
• Better long-term wellbeing

The goal is not ‘label’ a child, it’s to understand them. Assessments give families and teachers a roadmap for how to support learning in a way that is effective, compassionate, and tailored to the child’s strengths.

When to Seek Help

If you’ve noticed several of these signs over time, your child’s challenges are affecting their functioning (in the home or school environment), or if your gut tells you something isn’t quite right, it may be time to explore an assessment. Get in touch if you want further information on how to book an appointment, I offer a range of educational assessments in the Wairarapa and Wellington region.

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