The month a child is born can influence how they are seen and treated at school. In the same classroom, facing the same rules and the same demands, there are children who can be almost a year apart in age. This phenomenon, known as the relative age effect, places the younger students in the class at a disadvantage compared to their older classmates.
At six years old, when children enter elementary school, this difference can have a significant impact on their academic performance and the perception that teachers and peers have of them. Children born later in the year tend to be seen as less mature or capable, even when this perception does not correspond to reality.
This issue raises concerns about the risks associated with this disparity, including possible impact on self-esteem, motivation, and academic trajectories of the youngest children in the class. The article suggests that the school system, as it is structured, may not be adequately considering these developmental differences.
