2025/26 School Year Developmental Insights
This information may help guide decisions around referrals and interventions, particularly for students whose early learning experiences were disrupted by the COVID-19 pandemic. While some students may not have been formally identified yet, they could now be exhibiting academic or social-emotional challenges as school expectations increase.
Below is a breakdown of grade levels to watch closely, with potential signs to monitor:
1st Grade (Born 2019–2020)
COVID Impact:
These students were infants or toddlers during the height of the pandemic, with limited access to early learning experiences, developmental screenings, and peer interaction.
What this may look like:
• Delayed language development
• Difficulty following group routines
• Poor self-regulation
• Limited social play and turn-taking skills
• Challenges managing frustration
6th Grade (1st Grade during 2019–2020)
COVID Impact:
These students started formal education just as the pandemic began. Many experienced limited in-person instruction and disrupted early academic routines.
What this may look like:
• Academic delays in reading, math, and writing
• Difficulty with emotional regulation
• Reluctance to seek help
• Trouble adjusting to classroom expectations
• Emerging conflicts with peers
7th Grade (2nd Grade during 2019–2020)
COVID Impact:
This group missed a key year that builds upon early literacy, executive functioning, and social-emotional learning foundations.
What this may look like:
• Difficulty completing independent work
• Executive functioning challenges (organization, time management)
• Social hesitancy or reliance on adults
• Increased anxiety with transitions and peer interactions
8th–9th Grade (3rd–4th Grade during 2019–2021)
COVID Impact:
During these years, students typically transition from learning foundational skills to applying them across subjects. Instead, many experienced interruptions in instruction and limited peer engagement.
What this may look like:
• Gaps in reading comprehension, written expression, or math problem-solving
• Low frustration tolerance
• Impulsivity or social withdrawal in group settings
• Difficulty with self-advocacy, peer relationships, 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.
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
