September brings fresh notebooks, sharpened pencils and the optimism of a new academic year. But for some children, the excitement quickly turns into daily frustration and self-doubt. They forget homework, struggle to start assignments, lose focus in lessons or seem to work much more slowly than their peers.

Too often, these students get labelled — sometimes in whispers, sometimes out loud — as lazy, unmotivated or distracted.

These labels are not only untrue, they are deeply damaging. They can shape how children see themselves, how teachers approach them, and how peers treat them. Over time, they erode confidence and can close doors to future opportunities.

The truth is, most children want to succeed. They want to please their teachers, meet expectations and feel capable alongside their peers. When they are not meeting expectations, there is almost always a reason that goes beyond “not trying hard enough”. That reason may be a hidden learning difference, such as dyslexia, ADHD, dyscalculia or a challenge with executive functioning — the brain’s ability to organise, plan and manage time.

The idea of a “lazy” or “distracted” student is a simple story, but learning is never simple. Our brains process information in vastly different ways. Some students have strong verbal skills but struggle with decoding written text. Others may understand a maths concept, but cannot hold all the steps in working memory long enough to solve a problem.

These difficulties are not always visible, which makes it easy to misinterpret the struggle as a lack of effort. The danger is that once a label is applied, it shapes every interaction. Teachers may lower expectations. Peers may tease or exclude. And the child, sensing the disappointment around them, may stop trying altogether — creating the very behaviour they have been accused of.

Early identification changes everything. The first weeks of school are the best time to pay attention to patterns:

• Is the student bright and articulate but reluctant to read out loud? (This could signal a decoding or fluency issue)

• Do they start tasks with enthusiasm but quickly lose focus? (This might point to attention or working-memory challenges)

• Are they consistently missing deadlines despite visible effort? (Weaknesses in planning, organisation, or processing speed could be the cause)

Spotting these patterns early opens the door to assessment and support. The earlier the intervention, the less ground the student loses — and the more their confidence and wellbeing can be protected.

Shifting from judgment to curiosity is a powerful act. Instead of asking, “Why won’t they try harder?” we can ask, “What’s making this hard for them?”

That single change in perspective can turn a potential conflict into a partnership.

Research shows that when students feel understood and supported, their engagement and achievement rise dramatically. Support might include targeted instruction, extra time to finish assignments, assistive technology or changes to the learning environment.

But just as important is the emotional message these steps send:

“We believe in you.”

“You belong here.”

What parents and teachers can do right now

• Observe without judgment: keep track of where and when struggles happen

• Listen to the child’s voice: they often know more about their own challenges than we realise

• Act early: don’t wait until midyear reports to start conversations about possible assessments or supports.

If you are concerned about your child’s progress or behaviour, start by talking with their teacher and arranging a meeting to share your observations. You can also seek advice from educational psychologists, speech-language therapists or specialists in learning differences.

• Cindy Corday is the Head of School at Bermuda Centre for Creative Learning