Child Likeability, Academic Competence, and Depression: A Comment on a Research Study.

A recent research study has found children succeeding academically are more popular and emotionally secure than their classmates with learning difficulties.  Findings from the US link academic difficulties in first grade with lower levels of likeability the following year and found this was predictive of depression in third grade.

First graders in the US are 6 – 7 years old. Third graders are 8 – 9 years old.

Serious questions need to be asked about what is occurring in our classrooms if 6 – 7 year olds are being set on a pathway to depression through feeling less competent than their peers.

What Can Be Done?

An honest examination of practice is necessary.  We must question and reflect upon what we do, for it is through such reflection we learn and develop.

Grumbles from teachers about a lack of ‘school readiness’ are often heard at the beginning of the school year.  Are children hearing these complaints?  Are our feelings of frustration evident to the child?  Are they aware of how they are being judged?  Do we treat other children more favourably?  What values are we modelling in our classrooms?

Are we being fair in our expectations of children?  We have previously considered an example of differing expectations for mathematics in various countries.  Are we certain that children are developmentally ready for what we are asking them to do?  Are the factors influencing attainment to the fore of our mind?  Do we know which children are summer-born?  Who was born prematurely?  Is there a child with Foetal Alcohol Syndrome in our class?  Who comes from an impoverished background?  Who slept in a homeless shelter last night?  Who has a developmental delay?  Who has a language delay?  Who is hungry or tired before us today?

Do we write off these questions because ‘We are not here to parent. We are here to teach and they should be ready to learn.’?

Do we bow to external forces that prize academic attainment above all else?  Do we celebrate academic success above all else?  What do children in our class receive praise for?  What is our ratio of positive to negative comments in the day?  Are there any children who did not receive a kind word from us today?  What is celebrated in our school?  Are merit assemblies held?  What messages do children receive at such assemblies?   

Do we know the children in our class?  Properly know them?  Can we tell whether they have brothers or sisters?  Who is their best friend?  What is their favourite toy?  Is there something they are afraid of?  As many schools move towards increased streaming of children, or pupils being taught different subjects by different teachers, are we developing a personal relationship with those in our care?  Do we complain that we don’t have time to do so?  Do we think it’s important to do so?

Are we giving children an opportunity to excel in a range of areas?  What creative projects do we have underway?  Are children able to demonstrate what they know in ways other than through writing it down?  What opportunities do we create for children who are weaker academically to shine? 

Are we focusing on developing social skills in our class?  Do we teach children how to interact with others?  If children are lacking in play-skills, do we support them to develop these?  How do we support them?  How do we tackle unkindness in our classroom? What do we do if we see a child being isolated?  How do we promote friendships within the group?  Are we monitoring the dynamics in our classroom at all times? Who are the popular children in the class?  Who are the unpopular children?  What is school like for the unpopular children?  Why are they unpopular? Is there a skills gap we can help them with?  Are there any children in our care who deliberately isolate themselves?  Is there an apparent reason why?  Have we talked to them?  Is this a recent phenomena?  If so, what has changed?  What is life like for each child in our class?  Would we like to be a child in our class?  What would we go home and say about how school was for us today?

Examining ourselves critically can be tough.  Tougher yet is standing up against school policies and expectations that may be damaging the children in our care.  But, depression at 8 because a child feels less able than their peers?  We have no choice.  Like it or not. 

Reference:

Herman, K., Hodgeson, C.G., Eddy, C.L., Cohen, D.R., Reinke, W.M., Burrell, L., McFarlane, E.C., & Duggan, E.C. (2019) “Does child likeability mediate the link between academic competence and depressive symptoms in early elementary school?” Child Development