There is a fair chance that at least one pupil, probably more than one, in at least one class or the other in one of our primary or secondary schools, is facing a firing squad in his/her class. Yes, a firing squad, that barbaric method of executing a criminal which has become untenable almost everywhere in the civilized world; but in this case, the execution is carried out with a hail of hurtful words and the victim is often the confidence and morale of the pupil.
More often than not, the execution is carried out with this song: “Olodo rabata, oju eja lo mo je….” I must confess that I am no longer familiar with what obtains in our schools these days but back in the day, there was a consensus that a poorly performing pupil was either lazy, unserious or utterly useless.
These pupils were severely punished with harsh ‘words and whips. While it is true that poor performance could stem from poor effort, scientific evidence suggest that a fair fraction of these students have disabilities which must be addressed before any improvement in performance can be seen. This essay is about those who fall into this latter category. Developmental pediatricians have a methodical, evidence-based approach to the child with poor academic performance.
The first step is often to rule out any psycho-social stressors – abuse, parental conflict, deprivation, lack of a supportive learning environment etc. – which could be responsible for poor performance. Once these are ruled out, the next step is to determine if the child has an intellectual or learning disability. The mean intelligence quotient (IQ) in the population is about 100 with a standard deviation of 15. A person whose IQ is two standard deviations (70 and less) below the mean is said to have an intellectual disability. This could be mild, moderate or severe depending on how low the score is. The IQ is tested via standardized IQ testing by trained specialists. The causes of intellectual disabilities are extensive.
They are often genetic – fragile X syndrome, Down syndrome. Fetal alcohol syndrome seen in babies who were exposed to alcohol in utero is another well-established cause. On the other hand, children with a learning disability often have a normal IQ on the standardized test but have problems with reading, written language or maths. Dyslexia and dyscalculia are examples of learning disabilities. It is important to note that these diagnoses should be made by those who are trained to do so.
Punishment with whips or harsh words will not improve the grades of a child with an intellectual or learning disability. Making them repeat classes, as we used to in the past, will not bring about the desired improvement. In fact, more often than not, they are counterproductive.
In rich countries, the disabilities are unlikely to cope in a regular class without a targeted support structure. With the right intervention some of these children acquire enough skills and knowledge to play important roles in the work force of their various nations. Though we do not have the humungous resources of these nations, the time has come for us to start brainstorming on creative and affordable interventions that will give these children a good shot at maximizing their potentials and contributions to national development.
For a start government needs to invest in the training of various specialists who can diagnose and prescribe appropriate interventions. It is equally important to educate the public about these disabilities so that the populace will become empowered to make prudent choices.
In summary, this article sought to make it known that not every child with poor grades is lazy and making such children work harder or repeat classes will not improve their performance. While the grades of many children can be improved by intensive coaching and hard work, children with intellectual or learning disabilities have underlying issues that must be addressed in a systematic manner by those who are trained and competent in managing these conditions.
It is time we began to think of ways to create policies and structures that can help these children reach for the sky despite the challenges they face from their disabilities. Jide Sowemimo is pediatric resident doctor (PGY-3) with New York City Health and Hospitals Corporation.
