08/25/2026
The research on the outcomes for children who repeat a grade or are “held back” is very different from delaying the start of school.
One million students are “held back” per year in the United States. This practice particularly impacts ethnic minorities, with retention rates of 2.7% for Black students and 1.9% for Hispanic students as compared to 1.7% for White students.
A large body of research has indicated that holding a child back in school (i.e., grade retention) is associated with poorer academic outcomes and little social-emotional benefit. While some studies have found some short-term social and academic benefits of grade retention, many of these effects fade after a few years.
Grade retention is also associated with an increased likelihood of dropping out of high school and a decreased likelihood of finishing college. Retained students are also more likely to be aggressive in adolescence. Interestingly, later grade retention (after 3rd grade) seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.
Based on this research, most clinicians and educators advise that parents avoid holding children back or repeating a grade unless there is no other option. If your child’s school is pushing for grade retention, present them with the research and see if you can discuss other possible options.
For more information on this topic, visit parentingtranslator.substack.com to read the Parenting Translator newsletter for a deep dive on this topic (including links to all of the research)!
All information provided by Parenting Translator Foundation — parentingtranslator.org
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