Parents of kids with learning difficulties often remark on the impact that the transition from second to third grade has on their child. The sudden uptick in academic and social demands often leads to changes in behavior as their kids appear anxious, depressed, or resistant to school. For children with LD or ADHD, understanding what your child is experiencing can help you help them navigate this uphill battle, as they strive to tap into their reserves to keep up with their peers in both the classroom and in social situations.
Change in Academic Demands
In third grade your child will be faced with heightened expectations, including a shift away from co-regulated learning toward independent learning. At the same time academics also begin to focus on higher-order thinking, such as more complex writing (e.g., essays and structured paragraph compositions). And regarding math, students are asked to apply math reasoning to problem-solving by building on their foundational skills.
Furthermore, in many states, third grade is the first year students are exposed to standardized testing. This can be anxiety-inducing, as they are asked to adjust to a “new normal,” comparing their ability to their peers. They also must learn a uniform method of assessment, which often is multiple choice and becomes more difficult with each passing question. For both LD and ADHD learners, this shift to standardized testing can be tricky since tests are time-limited and do not account for unique needs. It’s therefore important that the school is aware of your child’s diagnostic profile and can give them accommodations accordingly, so they can best demonstrate their true abilities using the supports they have in place in the classroom.
Reading Expectations
By third grade, it is expected that students have a mastery of basic reading concepts. Therefore, students are taught to use reading as a tool to assist in learning. This is known as the shift from “learning to read” to “reading to learn,” and it suggests that students are using reading comprehension in other courses to further their knowledge. This transition is going to be particularly challenging for children with dyslexia who are still working toward mastery of reading concepts. Regardless of your child’s reading abilities, it is important to continue to co-read with them to support reading fluency, accuracy, and pacing.
Increased Responsibility
Regarding cognitive development, children begin to demonstrate stronger abstract and critical thinking. This benefits the student in the classroom because they are better able to engage with the learning process.
Also, around third grade (i.e., age 8), students begin to manage their executive functions, including managing their workload, tracking their assignment due dates, time management, and improving their cognitive flexibility, as well as goal setting. This shift in demand can be difficult for children, especially those with ADHD, who benefit from additional guidance and structure.
Social Awareness
At this stage, a child often becomes more aware of social dynamics, friendships, peer relationships, and bullying. Independent management of social challenges can be positive for a child’s development, but also stressful, resulting in more signs of stress, overwhelm, or anxiety. This shift in social development also spurs emotional growth as children are better able to understand complex emotional reactions and relate emotions to experiences, which enables them to discuss their emotional experiences. Finally, they demonstrate a stronger sense of self.
The transition to third grade is associated with a big learning curve, with a change in demand for more independence, control over executive functions, and academic prowess. If your child is appearing stressed, tense, or otherwise overwhelmed, and you are struggling to figure out why, consider the impacts of changes in curriculum, expectations, and social relationships. As always, if your concerns persist or are becoming worse with time, reach out to your pediatrician, teacher, or a licensed professional for more guidance.
Dr. Erin Micali is a neuropsychologist at Sasco River Center in Darien, CT, who specializes in pediatric neuropsychological evaluations. Her focus areas include neurodevelopmental disorders and early childhood evaluations.