by Ann Marie Dwyer

Created on: June 22, 2008   Last Updated: June 23, 2008

Emerging long term research is beginning to out that "social promotion", the systematic promotion of students from one grade to the next despite emotional or academic immaturity, is the lesser of two evils. The same research suggests that a supplemental choice is key to successful promotion.

In the not-so-distant past, when a child showed social or scholastic immaturity, instructors and principals made the decision to hold a child back or promote to the next grade. Today, teachers must ask the parent if the child should repeat the grade. Ultimately, the decision belongs to the parent.

*Why systematically promote?*
~ The child will remain with age peers. Overall, peer pressure is the largest driving force amongst children. The desire to be accepted as a peer's equal can bring out the best in a child, under the right circumstances.

~ Below standard academic skills do not demonstratively indicate that a child cannot comprehend more advanced skills. Frequently, a subject of weakness will disappear when a more complex skill is presented. The child will understand the simpler concept in the context of the more complicated one.

~ Social promotion carries less stigma than being left behind.

*What is the down side?*
~ Learning disabilities may be overlooked entirely.

~ Emotional immaturity is compounded when age peers far out pace the socially promoted student.

~ As the children get older, more material is introduced each year. The child that is already behind, will fall even further behind.

~ With rising demand for scholastic aptitude, the number of children reaching high school who are barely literate are the prime examples of why and how social promotion is not a solid choice.

*Why have the child repeat a grade?*
~ The proverbial second bite at the apple: The child has a chance to try again.

~ The teacher is already familiar with the learning ability and style of the child.

*What are the consequences?*
~ Children left back will be looked upon by younger peers as an older role model. The younger children can see that marginal academic performance is sufficient. This pressure on a child struggling academically may be too high.

~ Psychologically, the child left back can feel that this is a punishment. The resentment is a breeding ground for negative feelings toward authority figures, teachers and parents. Low self esteem will cause disruptive classroom behavior.

~ While excelling in the beginning, the child held back is much more likely to fall further behind that the first year as

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