1 The complexity of obstacles to school learning
When a child disengages from school, there may be many causes: specific neurodevelopmental disorders such as dyslexia, spelling disorder, dyscalculia and dyspraxia; difficulties with attention and concentration; intellectual precocity leading to boredom; paralysing performance anxiety; or emotional difficulties within the family. Clinical support offers an overall perspective that distinguishes cognitive from emotional factors.
2 Investigation and careful observation
The psychologist meets the child and parents to trace the history of schooling, examine exercise books, observe behaviour when faced with tasks and discuss matters with teachers. Targeted tests of intellectual functioning and attention objectively identify sticking points without dramatising them, while bringing the pupil’s preserved talents to light.
3 Cognitive remediation and effective learning strategies
Support teaches pupils stimulating metacognitive methods: visual mind maps, breaking homework into achievable micro-goals, active memorisation techniques and stress management around assessments. Children relearn to view mistakes as a normal means of learning rather than a humiliating fault.
4 Mediation with the school and formal adjustments
The practitioner sets out recommendations for school adjustments, including one-third extra time, less copying, computer use and oral instructions, and presents them to the teaching team. This close collaboration restores dialogue between family and school, enabling children to rediscover the pleasure of learning and pride in their progress.
5 Strengthening self-esteem and working with teachers
Faced with school difficulties, children often internalise a harmful sense of worthlessness. The psychologist puts the situation into perspective by explaining how their brain works, and works with the school to ensure that their efforts receive appropriate recognition and reward, nurturing the desire to learn.