Progress Reports Aren’t Where You Hoped They’d Be? It’s Not Too Late to Turn Things Around

February can feel heavy in households raising children with ADHD.

Progress reports come home. Report cards are posted online. And suddenly, all the hope and optimism from the beginning of the school year feels replaced with stress, disappointment, and panic.

If this is you right now, take a deep breath.

At We Thrive Learning, we see this pattern every single year. Neurodivergent students — especially those with ADHD — are often working two to three times harder than their peers, yet the grades don’t always reflect their effort. That gap can feel heartbreaking for both parent and child.

Let’s talk about what’s really going on and what you can do next.

Why ADHD Progress Reports Can Be So Misleading

When a child with ADHD brings home lower-than-expected grades, it’s easy to assume one of two things:

• They aren’t trying.

• They don’t understand the material.

But most of the time, neither is true.

ADHD is not about laziness. It’s about executive function skill gaps.

Executive function skills include:

• Planning

• Organization

• Prioritizing

• Task initiation

• Follow-through

• Time management

These are not “character traits.” They are developmental skills — and they develop differently in children with ADHD.

A progress report doesn’t measure how hard your child tried. It doesn’t measure how long they stared at a blank page, feeling overwhelmed. It doesn’t measure the anxiety they felt trying to start.

It often measures output, not effort, and that’s an important distinction.

The February Slump: Why Mid-Year Is So Hard for ADHD Students

There’s a reason so many ADHD challenges intensify mid-year.

At the start of school, novelty carries kids through. New teachers. New routines. Fresh supplies. Everyone is motivated.

But by February?

• The workload has increased.

• Teachers expect more independence.

• Parents have (understandably) stepped back a bit.

• The novelty has worn off.

For students with ADHD, this is when executive function demands often exceed capacity.

And when that happens, we start seeing:

• Missing assignments

• Incomplete work

• Late submissions

• Increased anxiety

• Avoidance

• Emotional shutdown

This is often when parents call us feeling overwhelmed and guilty:

“We did everything at the beginning of the year.” “I thought we had systems in place.” “Why is this happening now?”

Here’s the truth: nothing is wrong with you, but it may be time for support to shift.

Low Grades Do Not Equal Low Intelligence

If you have a child with ADHD, you already know how naturally brilliant they are.

Many ADHD students can understand complex concepts quickly. Some don’t even need to pay full attention to grasp the material, but knowing something and producing work are two different skills.

A low grade often reflects:

• A system that isn’t working

• A skill that hasn’t been developed yet

• Overwhelm

• Anxiety

• Executive dysfunction

It does not reflect intelligence. It does not reflect potential. And it certainly does not mean your child “doesn’t care.”

If they knew how to do it differently, they would. No child wants to feel defeated.

Educational Therapy vs. Tutoring: What’s the Difference?

This is where many families feel confused. “Should we just get a tutor?”

Tutoring typically focuses on content:

• Reviewing math problems

• Studying for the next test

• Completing homework

And while tutoring can help short-term grades, it often doesn’t address the root cause. Educational therapy is different.

Educational therapists are trained to:

• Analyze neuropsychological reports

• Understand learning profiles

• Identify processing strengths and challenges

• Target executive function skills

• Build personalized systems

  
  

  We don’t just teach content. We teach students how they learn and how to access content independently. That shift is powerful because when a student understands their brain, everything changes.

Why ADHD Coaching Is So Transformational

At We Thrive Learning, we blend educational therapy with ADHD coaching.

Coaching focuses on building:

• Goal setting

• Planning skills

• Accountability

• Follow-through

• Reflection

• Self-awareness

Instead of hovering, rescuing, and micromanaging, coaching helps students:

• Build their own systems

• Understand what works for them

• Advocate for themselves

• Trust themselves

And here’s something parents often worry about:

“Will my child become dependent on coaching?”

No. The goal of coaching is independence.

We are constantly scaffolding and then stepping back. We challenge students. We ask reflective questions. We use motivational interviewing techniques so they begin generating solutions themselves.

The ball is in their court. We will not work harder than your child and that’s what builds real confidence.

The Hidden Benefit: Restoring Your Parent-Child Relationship

One of the most beautiful outcomes of outside support? Less tension at home.

When parents are constantly:

• Monitoring homework

• Checking assignments

• Reminding

• Rescuing

• Arguing

The relationship starts to suffer.

And when school becomes the center of every interaction, connection takes a hit. When educational therapy or coaching steps in:

• We handle the academic systems.

• You get to focus on the relationship.

And I promise you, when you protect that relationship, everything else becomes easier.

Is It Too Late to Get Support?

No. Not in February. Not in May. Not in their senior year of high school. Not even in college.

It is never too late.

In fact, mid-year is often the perfect time because:

• You now have real data.

• Patterns are clear.

• Teachers have insight.

• Your child may be more open to help.

And here’s something important to remember: Seeking support is not a sign of weakness; it is a sign of wisdom.

Many ADHD students resist help because they don’t want to feel “different.” But when we frame support as skill-building — not fixing — it changes the narrative. This isn’t about fixing your child, it’s about strengthening skills.

What You Can Do Right Now

If progress reports weren’t what you expected, here are your next steps:

1. Get Curious Before Getting Critical

Ask:

• What systems are breaking down?

• Where does my child get stuck?

• What happens before work goes missing?

Shift from blame to investigation.

2. Talk to Teachers

Teachers only see classroom behavior. Share what you’re seeing at home. Ask:

• Are assignments missing or incomplete?

• Is this an organization issue?

• Is my child starting but not finishing?

Collaboration matters.

3. Increase Oversight (Without Shame)

If your child goes to their room and “does homework” for hours but nothing gets done, it’s okay to increase structure. Oversight is not micromanaging; it’s scaffolding, and scaffolding can gradually fade as skills grow.

4. Consider an Evaluation

If patterns are consistent, a neuropsychological evaluation can provide clarity. It gives you a roadmap instead of guesswork.

5. Seek Skill-Based Support

Whether it’s through us or another provider, look for professionals trained in:

• ADHD

• Learning differences

• Executive function

• Educational therapy

You can also explore directories like the Association of Educational Therapists (AET) to find qualified providers.

The Bigger Picture: We’re Building a Whole Human

At We Thrive Learning, we care about grades, yes.

But more importantly, we care about:

• Confidence

• Self-trust

• Emotional regulation

• Independence

• Mental health

When a student learns:

• “I struggle with initiation, not intelligence.”

• “I need a visual system.”

• “I focus better with movement.”

• “Breaking it into steps works for me.”

They stop labeling themselves as “bad at school," and that shift is everything. Because the narrative they build about themselves in middle and high school often follows them into adulthood.

We want that narrative to sound like:

“I know how my brain works. And I know how to support it.”

A Gentle Reminder for Parents

If you’re feeling disappointed right now, that makes sense. If you’re feeling guilty, take a breath. If you’re feeling panicked, know this: You are allowed to course-correct. Support mid-year is not a failure; it’s responsive parenting. Your child does not need perfection; they need partnership.

And when you combine:

• Compassion

• Structure

• Skill-building

• The right support

You change the trajectory of the rest of the school year and beyond. If you’re wondering whether educational therapy or ADHD coaching might be helpful, we’d love to talk with you. And if not us, please seek someone who can help your child build these skills because progress reports don’t define your child, skill-building does, and growth is always possible.

You’ve got this. And we’re here when you’re ready.