In a recent school board meeting, a parent passionately advocated for her daughter, Emma, to be allowed to repeat the 7th grade due to her dual diagnosis of autism and ADHD. The mother expressed concerns that despite Emma's average academic performance, she lacks the necessary emotional and social skills to thrive in the 8th grade environment.

Emma, who recently turned 13, has faced significant challenges since moving to the area during the pandemic. The mother highlighted that Emma has not developed the coping skills and emotional regulation required for her current grade level, which has led to struggles with peer relationships and school attendance. She emphasized that Emma functions more at a 6th to 7th-grade level in terms of social and emotional development.

The mother referenced discussions with school officials, including Principal Geran and other staff, who indicated that Emma's promotion was primarily based on her standardized test scores. However, she argued that the school board's policy recognizes the importance of personal development and social skills in determining promotion eligibility. She provided documentation from Emma's psychiatrist, counselor, and pediatrician, all supporting the decision to allow her to repeat the 7th grade for further development.

The parent expressed frustration over the stigma associated with grade retention, noting that Emma does not have a peer group and struggles to connect with her 8th-grade classmates. She urged the board to consider Emma's unique needs and the potential benefits of an additional year in a supportive educational setting, emphasizing that this decision could significantly impact her future success and independence.

The meeting underscored the ongoing challenges faced by students with special needs and the importance of tailored educational approaches to support their growth and development.