2025/26 School Year Developmental Insights
This information may help guide our decisions around referrals and interventions, especially for students whose early learning was disrupted by COVID. While some may not have been formally identified yet, they could now be showing academic or social-emotional difficulties as school demands increase.
Below is a breakdown of the grade levels to watch closely, along with potential signs of concern:
Kindergarten (Born 2019–2020)
COVID Impact: These children were infants or toddlers during the height of the pandemic, with limited access to early learning opportunities, developmental screenings, and peer interaction.
What it may look like: Delayed language development, difficulty following group routines, poor regulation, limited social play skills, and challenges with turn-taking or managing frustration.
1st–3rd Grade (Kindergarten–2nd Grade during 2019–2021)
COVID Impact: These students were in crucial early literacy and socialization years during prolonged virtual learning. They missed out on consistent instruction and structured opportunities to build peer relationships and social norms.
What it may look like: Reading difficulties (decoding, fluency, comprehension), frequent frustration or avoidance during tasks, emotional reactivity, difficulty navigating friendships, or a limited understanding of group cooperation and classroom expectations.
5th Grade (Kindergarten in 2019–2020)
COVID Impact: These students began their education during the onset of the pandemic, with limited in-person interaction and instructional consistency.
What it may look like: Academic gaps in reading, math, and written expression, challenges with emotional regulation, reluctance to ask for help, difficulty adapting to classroom structure, or emerging peer conflict.
6th Grade (1st Grade in 2019–2020)
COVID Impact: Missed the foundational year that typically builds on early literacy and social-emotional learning.
What it may look like: Difficulty with independent academic tasks, executive functioning challenges, social hesitation or overdependence on adults, or increased anxiety during transitions and peer interaction.
7th–8th Grade (2nd–3rd Grade in 2019–2021)
COVID Impact: These students were expected to move from learning foundational skills to applying them across subjects. Instead, many had inconsistent instruction and reduced peer contact during this critical developmental shift.
What it may look like: Gaps in reading comprehension, written expression, or math problem-solving; poor frustration tolerance; impulsivity or withdrawal in group settings; difficulties with self-advocacy, peer dynamics, or emotional regulation.
In addition to these cohorts, it may also be beneficial to review benchmark data for any general education transfer students to ensure they are not overlooked or “falling through the cracks.” Early identification of needs in this group is just as critical for timely intervention and support.
To help identify students who may benefit from intervention or evaluation, reviewing last year’s benchmark data to identify those who have not made meaningful academic or behavioral growth can be very informative. These students may benefit from targeted supports or a formal assessment to determine whether special education or other services are warranted.
If helpful, I’m available to support in reviewing benchmark data and making informed recommendations in addition to my Psychoeducational Services.
Proactive identification can not only support academic growth but also reduce interfering behaviors that may stem from frustration, social overwhelm, or unrecognized learning needs.
Please don’t hesitate to reach out if you’d like to discuss how I may be able to support your campus.
Meghan Barbano M.A.Ed., CAS School Psychologist - Neurodivergent Consultant - Coach
MB@NeurodivergentConsultant.org - (480) 604-7130 - NeurodivergentConsultant.org
