Forty percent of teens with ADHD are failing NAPLAN

I am absolutely in favor of children reaching their ‘potential’, however providing fully resourced support systems does not guarantee meeting age-expected standards. There is evidence that children who fall 6-12 months behind at foundation level never make up the gap, hence will always be behind their cohort. For example, a student may be 2 years behind the expected level of reading, however, if that student begins to gain 6 months progression consistently, it could be deemed as reaching their potential, yet they may continue to fall short of making the expected level; as opposed to those who are at the level and continuing to progress beyond of the level. So what should the real focus be? Meeting expectations, or reaching one’s potential, ie consistent progression, albeit, at a slower rate? By comparison, the two outcomes can be widespread.