Early Support the Key for “Troubled” Teens

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EARLY SUPPORT THE KEY FOR “TROUBLED” TEENS

“Troubled” teen behaviour in the classroom could be significantly reduced by early, specialised, academic support, according to SPELD NZ.

Secondary Principals’ Association President, Tom Parsons, claims over-diagnosed learning difficulties are putting schools are under extreme stress as they’re now forced to accommodate growing numbers of “badly behaved” and “traditionally quirky” students under special assessment conditions (SAC) for NZQA exams.

SPELD NZ is a not-for-profit organisation that provides specialised assessment and tuition for those with specific learning disabilities such as dyslexia – approximately 10 percent of the population. Chairperson, Marion Fairbrass, says these otherwise bright children are often labelled lazy, stupid, dumb or even just “quirky”. Their failures can cause immense frustration and escalate behavioural problems.

“Early intervention is the key to turning the tide with this kind of behaviour. Research shows that individualised, specialised support can vastly improve a student’s academic achievement and in turn that almost always results in behavioural improvement in the classroom. It’s critical that children with disabilities such as dyslexia are taught how to learn differently so they can succeed. When school becomes more of a level playing field, it also means these students are less likely to be dependent on special exam conditions.”

Ms Fairbrass says a diagnostic label from a specialised assessor can be incredibly helpful.

“One only has to witness the relief and thankfulness in parent and child when they receive a diagnosis to know it is worth having a useful, accurate label. Generally the child will already have been labelled in a negative way. How much better to have accurate "label" which indicates what can be done to assist a student to reach full potential academically as well as socially.”

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