The beginning of a new school year can be exciting—but it can also reveal difficulties that parents may not have noticed during the summer.

Your child may suddenly struggle with reading, writing, spelling, numbers, addition, subtraction, following instructions or staying focused.

You may hear:

“I don't know how to do this.”

“I'm bad at math.”

“I don't want to do homework.”

Or perhaps your child simply seems more tired, frustrated or anxious than usual.

But struggling at the beginning of the school year does not necessarily mean that your child is falling behind.

A new grade brings new expectations, new routines and a higher cognitive load. Some children simply need more time, more practice or a different way of approaching a skill.

The goal is therefore not to turn every afternoon into another school lesson.

Instead, the aim is to identify what is difficult, support your child gradually and rebuild confidence without creating additional pressure.

This is particularly important for children in Kindergarten, Grade 1, Grade 2 and Grade 3, as foundational reading, writing and math skills become increasingly important.

A difficult start does not mean your child is failing

One of the most important things parents can do is avoid immediately interpreting a difficulty as a failure.

A child who struggles with a skill may simply not have developed enough automaticity yet.

For example, a Grade 1 child may:

• know some numbers but struggle with numbers up to 100;
• recognize letters but hesitate when reading;
• understand addition with objects but struggle with written calculations;
• know how to form letters but write very slowly;
• understand a concept one day and forget it a few days later;
• need instructions repeated several times;
• become frustrated when asked to work independently.

These difficulties can have many different causes.

The child may need more practice, clearer explanations, visual support, hands-on activities, shorter learning sessions or simply more time.

The first question should therefore not be “How do I make my child work harder?” but “What exactly is making this task difficult?”

That small change in perspective can make learning much less stressful.

First, identify what your child is actually struggling with

“I'm bad at school” is not a precise learning problem.

Try to break the difficulty down.

For example:

Reading

Does your child struggle to:

• recognize letters?
• blend sounds?
• read simple words?
• remember high-frequency words?
• understand what they have read?

Writing

Is the difficulty related to:

• letter formation?
• spelling?
• copying?
• writing complete sentences?
• organizing ideas?

Math

Does your child struggle with:

• number recognition?
• counting?
• comparing numbers?
• place value?
• addition?
• subtraction?
• multiplication facts?
• word problems?

Attention and independence

Perhaps the academic skill itself is not the main problem.

Your child may instead struggle to:

• understand multi-step instructions;
• start a task independently;
• stay focused;
• remember what they are supposed to do;
• organize their materials;
• manage frustration.

This distinction matters because the right support depends on the actual difficulty.

For example, giving a child who struggles with number comparison another ten addition worksheets is unlikely to solve the underlying problem.

Don't immediately add more homework

When a child is struggling, the natural reaction can be:

“We need to practise more.”

Sometimes, yes.

But more practice is not automatically better practice.

If a child is already tired or frustrated, another long worksheet may simply reinforce the association:

learning = effort + mistakes + pressure.

Instead, try shorter and more focused practice.

For example:

10 minutes of targeted practice

can be more manageable than:

45 minutes of homework and revision.

The goal is to give the child enough repetition to strengthen a skill without exhausting them.

This is particularly useful at the beginning of the school year, when children are already adapting to new schedules, classroom expectations and routines.

Focus on one small skill at a time

If your child is struggling with several things, avoid trying to fix everything simultaneously.

Choose one priority.

For example:

“This week, we're going to practise comparing numbers.”

rather than:

“We need to catch up in reading, writing and math.”

Small successes matter.

A child who experiences:

“I can do this!”

is much more likely to approach the next challenge with confidence.

This also fits with what we know about metacognition and self-regulation: helping children understand what they are learning, monitor their progress and reflect on what works can support learning across subjects. The Education Endowment Foundation's evidence review rates metacognition and self-regulation as a high-impact, low-cost approach, with an average estimated impact of around +8 months of additional progress in its Teaching and Learning Toolkit.

For younger children, this can be very simple:

“What part was easy?”

“What part was tricky?”

“What helped you?”

These questions encourage the child to think about how they learn, rather than simply whether they got the answer right.

If your child is struggling with math

Math difficulties are particularly common when children move into more abstract concepts.

A child may be comfortable counting objects but struggle when numbers become symbols on a page.

For example:

8 + 4

is much more abstract than:

🍎🍎🍎🍎🍎🍎🍎🍎 + 🍎🍎🍎🍎

This is why concrete and visual representations can be particularly useful when supporting children who struggle with elementary mathematics.

The U.S. What Works Clearinghouse recommends systematic instruction and the use of concrete and semi-concrete representations when supporting students who struggle with mathematics. It also highlights mathematical language, number lines and deliberate instruction in word problems.

In other words, going back to something more concrete is not necessarily “going backwards.”

It can actually help build the foundation needed for the next step.

Start with number sense before worrying about speed

A child should not necessarily be expected to answer increasingly difficult questions as quickly as possible.

First ask:

Does the child understand the numbers?

For example, can they:

• recognize numbers?
• compare two numbers?
• identify the greater or smaller number?
• put numbers in order?
• understand tens and ones?
• connect a written number to its quantity?

For children in Grade 1, these foundations are particularly important.

Your Primary Math Resources for Ages 6–9 collection brings together printable math games and activities covering number sense, addition, subtraction, multiplication and problem solving.

One particularly useful option for a child who struggles with comparison is the Comparing Numbers Domino Game – Grade 1.

Instead of completing a traditional worksheet, the child manipulates dominoes while practising the <, > and = symbols. The activity contains 40 dominoes and is designed to encourage number comparison, logical reasoning and observation.

This makes it possible to practise the same mathematical concept while changing the format of the learning.

Comparing numbers can be easier when the child can manipulate them

If your child knows that 72 is “a bigger number” than 54 but cannot explain why, they may need more practice with number structure and comparison.

The Compare and Order Numbers Clip Cards – Grade 1 offer another way to practise.

Children compare and order numbers, identify the greatest and smallest values and work with number groups up to 100. The cards are self-checking, which also encourages more independent practice.

Instead of asking:

“Do you know this?”

you can ask:

“Which number is greater? How do you know?”

That small change encourages the child to explain their reasoning, not simply guess an answer.

If your child struggles with addition and subtraction

Addition and subtraction can become frustrating when children move from concrete objects to written calculations.

If your child is still relying heavily on their fingers, that does not necessarily mean they are “bad at math.”

It may simply mean that some number relationships are not yet automatic.

Try combining:

understanding → visual support → manipulation → practice → retrieval

rather than jumping directly to speed.

For children in Grades 1–2, the Addition and Subtraction Activities – Simple & Illustrated Math Problems can be particularly appropriate because illustrated problems give children a more concrete entry point into mathematical situations. Your English catalogue also includes an Addition and Subtraction Worksheets Pack – Grade 1–2, with varied activities designed for early elementary math practice.

Important: the goal is not to make a child complete as many problems as possible.

It is to help them understand what they are doing and gradually become more confident.

What if your child is struggling with reading and writing?

Reading difficulties can become much more visible once children return to school.

A child may have managed individual letters or simple words during Kindergarten but suddenly struggle when expected to read longer sentences independently.

Writing can also become more demanding.

Children may now be expected to:

• write more frequently;
• form letters correctly;
• spell familiar words;
• copy from the board;
• write sentences;
• answer questions in writing.

This can be exhausting for a child whose foundational literacy skills are not yet automatic.

Rather than immediately increasing the amount of writing, consider short, targeted practice.

Make literacy practice active

Reading and writing practice does not always need to mean filling in worksheets.

Children can also:

• match letters;
• play alphabet games;
• sort words;
• manipulate cards;
• identify sounds;
• complete short reading activities;
• practise handwriting;
• read simple sentences;
• answer questions orally before writing.

For younger children, playful activities can provide another opportunity to repeat the same skill without making every practice session feel like additional schoolwork.

For example, the Alphabet Bingo – Uppercase, Lowercase & Cursive Letters lets children match different forms of the same letter while practising visual discrimination, alphabet knowledge, memory and attention. It is designed for children from Pre-K/Kindergarten through Grade 2.

Writing practice should not become a source of frustration

If your child struggles with handwriting, focus on quality rather than quantity.

A few carefully formed letters can be more useful than several pages completed while the child is exhausted.

You can also combine handwriting with other activities:

see the letter → name it → identify it → trace it → write it → find it again

This creates multiple opportunities to retrieve the same information.

PrintiKids' Handwriting & Writing Practice collection for Ages 5–7 includes progressive alphabet and writing resources for Kindergarten through early elementary learners.

Why varying activities can make learning easier

One of the biggest mistakes when a child struggles is assuming that the solution is simply to repeat the exact same exercise more often.

But repetition does not have to mean repetition of the format.

You can practise the same skill through:

game → cards → matching → worksheet → reading → manipulation → short review

The learning objective stays the same.

Only the activity changes.

For example, a child learning letters might:

Monday: alphabet bingo
Tuesday: letter matching
Wednesday: handwriting
Thursday: reading simple words
Friday: short review

This can help reduce boredom while providing repeated exposure to the same knowledge.

The Complete Alphabet Learning Pack – Letter Sounds, Uppercase, Lowercase & Cursive Letters is particularly useful for this kind of varied practice because it combines several aspects of alphabet learning rather than focusing on a single exercise. The English catalogue lists it for Kindergarten and Grade 1.

What about a child who struggles with numbers up to 100?

This is another common point of difficulty in early elementary school.

A child may be able to count but still struggle to:

• recognize numbers quickly;
• write numbers correctly;
• compare two numbers;
• understand tens and ones;
• put numbers in order;
• connect digits with number words.

These are different skills.

A child who struggles with one of them may not necessarily struggle with all of them.

Your article How to Help a Child Learn Numbers Up to 100 explores several strategies for helping Grade 1 children develop stronger number sense through varied and hands-on activities.

This is also where short games can be useful.

Instead of asking your child to write 20 numbers in a row, you might ask:

“Can you find 47?”

“Which is greater: 52 or 25?”

“Can you put these three numbers in order?”

“What comes after 69?”

The child is still practising numbers—but in a more active way.

What if your child is struggling with multiplication?

For children in Grade 2 and Grade 3, multiplication facts can become another source of frustration.

A child may understand multiplication conceptually but struggle to recall facts quickly.

For example:

6 × 7 = ?

If the child has to reconstruct the answer every time, solving a larger math problem becomes much harder.

Automatic recall eventually matters because it frees working memory for more complex mathematical thinking.

But this does not mean that children need to spend hours memorizing multiplication tables.

Short, regular practice can be combined with games.

For children around Grades 2–3, PrintiKids offers a Multiplication Games Bundle with several activities designed to revisit multiplication facts in different ways.

You can also use the Multiplication Domino Game for shorter practice sessions.

If multiplication remains a major challenge, our article Should Children Learn Multiplication Tables by Heart? What Research Says explains why automatic recall matters and why understanding, active recall and playful practice can work together.

Don't compare your child with other children

This is perhaps one of the hardest things for parents.

You may notice that:

“His classmates are already reading.”

“Her friends know their multiplication facts.”

“Other children seem to finish their homework much faster.”

But children do not all develop skills at exactly the same pace.

Comparisons can quickly turn a learning difficulty into a question of self-worth.

Instead of:

“Why can't you do this like the other children?”

try:

“What part is difficult for you?”

or:

“Let's find a way that makes this easier.”

The message becomes:

You have a difficulty. You are not the difficulty.

That distinction is incredibly important for confidence.

What if my child refuses to practise?

Sometimes refusal is not laziness.

It can be a sign that the child has already experienced too much difficulty.

Imagine having to repeatedly perform a task that makes you feel unsuccessful.

Eventually, avoiding the task becomes understandable.

Before increasing the pressure, ask yourself:

• Is the task too difficult?
• Is it too long?
• Is the child tired?
• Are the instructions clear?
• Does the child understand what is expected?
• Have they had enough successful experiences?
• Would a different format help?

Sometimes changing the way the child practises can make a bigger difference than adding more practice.

How long should you practise at home?

There is no universal number of minutes that works for every child.

It depends on:

• age;
• skill level;
• attention span;
• fatigue;
• learning difficulty;
• the complexity of the task.

For a child who becomes frustrated quickly, you might start with:

5 minutes

Review something already learned.

5 minutes

Play a short educational game.

5 minutes

Practise one specific skill.

Then stop.

If your child is still motivated, you can continue.

But there is no need to turn a successful 15-minute session into a 45-minute struggle.

Stopping after a positive experience can be more useful than pushing until the child is exhausted.

When should parents seek additional support?

Playful activities and home practice can be helpful, but they should not be expected to solve every learning difficulty.

If your child continues to struggle significantly despite appropriate practice and support, talk to their teacher.

Depending on the situation, the school may recommend additional assessment or targeted support.

This is particularly important if difficulties are persistent across several months or affect several areas of learning.

Signs worth discussing with the teacher may include:

• persistent difficulty learning basic letter–sound relationships;
• significant difficulty reading simple words;
• persistent problems understanding numbers;
• difficulty retaining skills that have been taught repeatedly;
• extreme anxiety around schoolwork;
• a growing refusal to participate in learning;
• a noticeable loss of confidence.

Early support can help prevent a small difficulty from becoming a much bigger source of frustration.

The goal is progress—not perfection

If your child is struggling at the beginning of the school year, you don't need to immediately “catch them up.”

Start smaller.

Identify one difficulty.

Choose one realistic goal.

Practise it regularly.

Use different formats.

Celebrate progress.

And give your child enough opportunities to experience success.

A child who struggles with reading may need more opportunities to practise letters and sounds.

A child struggling with math may need concrete representations before moving to abstract calculations.

A child who finds writing difficult may benefit from short, progressive handwriting activities.

A child struggling with multiplication may need regular retrieval practice through games rather than long lists of facts.

And a child who feels discouraged may simply need to experience:

“I can do this.”

That feeling is not a small thing.

It can be the starting point for progress.

Learning should not become another source of pressure

The beginning of the school year is already a major transition for children.

New classroom.

New teacher.

New expectations.

New routines.

New skills.

If difficulties appear, the answer is not necessarily to add more pressure.

Instead, try to create a learning environment where your child can:

try → make mistakes → try again → succeed → practise → progress.

Educational games, printable activities and hands-on resources can provide additional opportunities to practise important skills without making every learning moment feel like another test.

At PrintiKids, the goal is precisely to offer screen-free, playful and concrete learning resources that can be used at home, in classrooms, during homeschooling or for additional practice. The English catalogue currently includes resources for literacy, handwriting, number skills, addition, subtraction, multiplication and other early elementary learning goals.

Your child does not need to be perfect at the beginning of the school year.

They need support, time, encouragement and opportunities to discover that they are capable of learning.

And sometimes, learning a little differently is exactly what makes the difference.

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