Early School Grading and Its Impact on Children's Mental Health
Research shows that earlier school grading can increase the risk of mental health issues among children, especially girls, highlighting the need for developmentally sensitive assessment policies.
Recent research published in Health Economics highlights a concerning link between the age at which children receive school grades and their mental health outcomes. The study indicates that introducing grading at an earlier age, specifically around ages 12 to 14, may increase the risk of developing internalizing disorders such as depression and anxiety. This is particularly evident among girls with low to moderate academic achievement. The findings are based on an analysis of over 520,000 children in Sweden, where the policy shift in 2012, from grading starting in eighth grade to sixth grade, provided a natural experiment. Researchers observed that girls exposed to earlier grading were more likely to be diagnosed with mental health issues by the end of compulsory schooling. Additionally, both boys and girls faced an increased risk of alcohol-related disorders. The study’s lead author, Dr. Anna Linder from Lund University, emphasized that while grades can motivate learning, their design should account for children's varying readiness to interpret feedback healthily. The findings suggest that educational policies must consider the developmental stages of children to prevent adverse mental health effects, advocating for a more nuanced approach to assessment and feedback in schools.
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