Labels Don’t Help And Other Myths About Educational Assessment

Parents and teachers often have strong feelings about educational and neurodevelopmental assessment. Some worry about ‘labelling’ a child. Others think an assessment will confirm what they already know and many simply don’t know what the process involves.

Despite these concerns, educational assessment is one of the most powerful tools we have to support children’s learning, behaviour, and wellbeing. When done well, it offers clarity, direction, and a shared understanding for parents, teachers, and the child themselves.

Let’s explore the most common myths and why they stop children from receiving the support they actually need.

Myth 1: Labels don’t help

This is the myth I hear most often from New Zealand parents and teachers and the concern makes sense, nobody wants a child reduced to a diagnosis. Assessment is not about labelling. It is about giving language to a child’s experience so adults can respond appropriately.

A diagnosis or learning profile (whether related to ADHD, autism, dyslexia, developmental delay, or a specific learning difficulty) can provide:‍

1. ‍Clarity: it gives a shared, research-based explanation for what has been happening at school and at home. Rather than guessing, everyone is speaking the same language. ‍
2. Access to support: in the NZ education system, understanding a child’s needs can open doors to accommodations, exam support, specialist input and targeted interventions.‍
3. Direction: it helps schools and whanau choose strategies that actually work for this child, not generic ‘try this’ advice.

The label is not the focus. The value lies in the clarity and common language it provides, along with the targeted support that follows. What is more harmful for children is being left to struggle without the right understanding or resources.

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Myth 2: As assessment only tells us what we already know

Parents sometimes say this because the concerns have been present for years. But noticing a problem is not the same as understanding the underlying cause.

Good assessment answers the question: ‘Why is this happening?’ For example, a child might have reading difficulties, but the reasons could include:

• phonological processing weaknesses
• rapid naming difficulties
• attention or executive functioning difficulties
• working memory limitations
• anxiety impacting performance
• autism-related processing differences
• a combination of several factors

Each of these reasons requires a different intervention approach. Assessment replaces guesswork. For example:

• A child with dyslexia will progress with structured literacy approaches and classroom accommodations.
• A child whose reading difficulties stem from attention or executive functioning challenges will needs supports that strengthen focus and working memory.
• A child whose performance drops when they are anxious will require wellbeing and emotional regulation interventions.

Interventions are not as effective if we don’t understand the ‘why’ behind the challenges a child is facing.

Myth 3: Assessment focuses on deficits

In the past, assessments focused heavily on what a child couldn’t do, which left parents and teachers feeling discouraged. Today, modern educational assessment is different. It is grounded in a strengths-based approach. This means we look not only at areas of difficulty, but at the skills, interests, and protective factors that help a child succeed. These strengths become the foundation for meaningful, sustainable support.

A high-quality assessment explores:

• cognitive strengths
• learning preferences
• what motivates the child
• protective factors at home and school
• areas where the child is already coping well
• how their environment supports (or block) learning

It’s not uncommon for children to finish an assessment and say, ‘I finally understand how my brain works.’ Identifying strengths is not an optional extra. It’s essential. Strengths guide intervention, inform classroom strategies, and help children feel capable and confident in their learning journey.

Myth 4: My child will be judged

It is understandable that children (especially those who are anxious, perfectionistic, or worried about being judged) to feel nervous about an assessment. An educational assessment is not an exam. There is no passing or failing, and nothing a child can ‘get wrong.’

The entire process is designed to be warm, encouraging, and responsive to the child’s comfort level. This often includes:

• breaks whenever the child needs them
• reassurance, humour, and positive connection
• clear, gentle instructions
• tasks matched carefully to their developmental stage
• flexibility to accommodate emotional regulation, sensory needs, or attention differences

The purpose is not to test a child’s worth, it’s to understand how their brain works, how they learn, and what supports will genuinely help.

A well-done assessment can also remove harmful labels that children may have picked up over time. Many students who are described as ‘naughty’, ‘distracted’, ‘not listening’, ‘lazy’, or ‘defiant’ are actually experiencing unmet learning or attention needs that adults haven’t yet recognised.

Many children often feel relieved to have been understood and often surprised by their own strengths.

Myth 5: Assessment means something is wrong

Not all referrals for educational assessment are prompted by clear difficulties. Many parents and teachers seek assessment to gain a deeper understanding of a child’s learning profile and to support them proactively. Common reasons include:

• inconsistent academic progress
• behaviour linked to frustration
• attention or organisation challenges
• questions about neurodevelopmental differences
• giftedness or twice-exceptionality
• school refusal, anxiety, or emotional barriers
• unclear learning strengths
• transitions or changes in schooling

Educational assessment does not assume that something is ‘wrong’ with the child. Instead, it collects accurate, holistic information (from cognitive and academic performance to social, emotional, and behavioural patterns) to guide informed, evidence-based decisions for both home and school.

Myth 6: They will grow out of it

While it’s true that some developmental phases naturally resolve with time, ongoing learning and behavioural challenges typically do not disappear on their own. Persistent difficulties usually reflect underlying needs that require targeted support.

The research is clear. Early identification and intervention significantly improve long-term outcomes, reducing the risk of widening learning gaps, escalating behaviour concerns, and negative impacts on confidence and wellbeing.

Without clarity and support, children may develop:

• low academic confidence
• behaviour challenges arising from frustration
• widening learning gaps
• avoidance of tasks that feel too hard

So what does an educational assessment actually do?

A comprehensive neurodevelopmental or educational assessment typically includes:

• a detailed developmental, learning, and behavioural history
• consultation with parents, teachers, and
• a cognitive assessment
• academic achievement testing
• attention, executive functioning, and emotional wellbeing measures
• analysis of strengths and protective factors
• identification of barriers to learning
• clear next steps for home and school

Most importantly, it tells a coherent story that helps everyone understand the child’s needs.

If you are concerned about your child, I offer evidence-based assessments and consultations in the Wairarapa and Wellington region. I currently have availability for Term 1 2026. For further information on the assessment booking process contact me today.

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