Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP
Jessica Glass-Kendorski, PhD, NCSP
Virginia Salzer, PhD, NCSP
Karen Taratuski, PsyD, NCS
This qualitative study focuses on the experiences of 11 school-aged children who were retained during either their Kindergarten or 1st grade years. By using a semi-structured interview, the author examined these children’s beliefs about the reasons why they were retained through exploration of their memories, feelings, and outcomes associated with the experiences. Children were also encouraged to reflect on aspects of the experiences they wished had gone differently and to offer advice to other children who may be preparing for retention experiences. The results indicated that there is evidence of some resiliency; however, children generally experienced a wide variety of emotions and their self-esteem was impacted. Children were most concerned about losing social connections with their peers in the context of repeating the grade. Improved communication in helping children to understand the reasons for their retentions are needed.
Mollett, Tina, "Perception of Retained Kindergarten and First Grade Students: A Qualitative Study" (2018). PCOM Psychology Dissertations. 483.