What Counts as Educational Impact? A Guide for Parents

By: Dr. Gabrielle Baker, President & Advocate

When a child is struggling in school, parents often hear phrases like “There’s no educational impact” or “They’re not far enough behind to qualify.” These statements can be confusing and discouraging—especially when you know your child is working twice as hard for half the results. Understanding what “educational impact” really means empowers you to advocate confidently and push back when needed.

Educational Impact Is More Than Grades
One of the biggest misconceptions is that educational impact is measured only by failing grades. That is simply not true. A child can maintain passing grades and still experience significant educational impact. Schools must consider how a disability affects the child’s access, progress, and participation in the curriculum—not just report cards.

Academic Skills Are Only One Piece
Educational impact includes academic areas such as reading, writing, and math. But it also encompasses much more, including:
• difficulty decoding or comprehending text
• limited writing stamina
• inconsistent math fluency
• slow processing speed affecting classwork
• trouble retaining or recalling information
Academic struggle does not have to rise to the level of failure to be meaningful.

Behavior, Attention, and Emotional Needs Count Too
A child’s ability to attend, regulate, participate, and stay in class directly affects learning. Educational impact includes:
• frequent redirections
• impulsivity or inattention
• task avoidance or shut-downs
• emotional dysregulation
• behavior interfering with instructional time
• difficulty transitioning or following directions
If these needs interrupt learning or reduce instructional access, they meet the criteria for educational impact.

Functional and Executive Functioning Skills Are Critical
Schools must also consider a child’s functional ability to navigate the day. Examples include:
• organizing materials
• planning and completing tasks
• remembering multistep directions
• managing time
• initiating work
When these difficulties require ongoing adult support or cause missed learning opportunities, they reflect educational impact.

Social Skills and Peer Interaction
Students learn socially, not just academically. Impact may be present when a child struggles with:
• making or maintaining friendships
• reading social cues
• participating in group work
• managing conflict
• avoiding peers due to anxiety or bullying
Social difficulties can significantly limit access to school life and instructional opportunities.

Attendance, Health, and Fatigue
For some students, medical or mental health conditions result in absences, appointments, fatigue, or reduced stamina. When these factors cause inconsistent participation or missed instruction—even with excused absences—they can constitute educational impact.

Effort and Support Behind the Scenes Matter
Many children appear “fine” on the surface because parents or teachers are providing extensive unofficial support. If your child requires:
• constant reteaching
• one-on-one help
• shortened assignments
• modified grading
• substantial scaffolding outside of school
this indicates a level of need that should be formally recognized and supported through an IEP or 504 Plan.

A Pattern of Concern Holds Weight, Even Without Failing Scores
Educational impact is often demonstrated through trends. Slow progress, inconsistent skills, or gaps between potential and performance all matter. Standardized scores, curriculum-based measures, teacher observations, and parent input create a full picture of impact—not just report cards.

Your Voice Is a Required Part of Identifying Impact
IDEA requires that parent concerns be considered. If you see significant struggle at home—meltdowns over homework, hours spent on basic tasks, or emotional impact from school—those concerns are valid and should be documented. Your input helps the team understand the full scope of impact.

When Schools Say “No Educational Impact,” Ask for Data
If the school claims there is no educational impact, ask:
• What academic, behavioral, and functional data support that conclusion?
• Have you considered all areas of suspected need?
• How are you measuring access, progress, and participation?
• What interventions have been attempted, and for how long?
A “no” must be backed by comprehensive evaluation data—not assumptions or isolated scores.

The Bottom Line
Educational impact is broad, multifaceted, and deeply individualized. It includes academic skills, functional skills, behavior, attention, social-emotional functioning, and health-related factors. Schools must evaluate and consider all of these—not just grades—when determining eligibility for services.

If you believe your child’s needs are impacting their education, you have the right to request evaluation, share your concerns, and push for a full review. Education Advocates of America is here to support you every step of the way.