Question 1

Can being bilingual cause dyslexia?

Accepted Answer

No. Being bilingual or multilingual does not cause dyslexia.

Dyslexia is a specific learning disorder associated with persistent difficulties in areas such as accurate word reading, reading fluency, decoding, and spelling.

Learning more than one language can make dyslexia harder to identify because some of the signs overlap with normal second-language development.

Question 2

Can EAL look exactly like dyslexia?

Accepted Answer

EAL and dyslexia can look similar at the surface level.

Both may cause slow reading, spelling mistakes, limited written output, and reading avoidance. The distinction usually becomes clearer by examining home-language skills, progress over time, response to support, phonological processing, and the child’s broader learning profile.

Question 3

What is the main difference between EAL and dyslexia?

Accepted Answer

EAL difficulties are primarily caused by learning through a language that the child has not yet fully developed.

Dyslexia is an underlying learning difference that affects reading and spelling skills regardless of the language being learned, although it may appear differently across writing systems.

Question 4

Should we wait for our child’s English to improve?

Accepted Answer

Waiting may be appropriate when the child is making steady progress and their difficulties are limited to English.

Further investigation may be needed when the child is not progressing, struggles in their home language, or shows persistent difficulties in a specific learning skill.

Question 5

How long does it take a child to develop academic English?

Accepted Answer

The time required varies depending on age, previous education, home-language literacy, teaching quality, exposure to English, and individual development. Conversational English usually develops before the more complex language needed for reading, writing, and academic learning. Progress should therefore be assessed over time rather than based on conversational fluency alone.

Question 6

Can a child be both EAL and dyslexic?

Accepted Answer

Yes. A child can have EAL needs and dyslexia at the same time.

In these cases, the child may require both English-language support and targeted intervention for reading, spelling, or other affected learning skills.

Question 7

How early can we tell whether it is EAL or a learning difference?

Accepted Answer

There is no single age at which the distinction becomes clear.

Assessment may be appropriate when difficulties are persistent, appear across languages, do not improve with suitable teaching, or are significantly affecting the child’s learning and emotional wellbeing.

Question 8

Why do teenagers use AI for emotional support?

Accepted Answer

Teenagers may find AI easier to approach because it is available immediately, does not visibly judge them and allows them to control how much they reveal. Some may also worry that parents, teachers or counsellors will overreact or involve others before they feel ready.

Question 9

Is it safe for teenagers to use ChatGPT as a therapist?

Accepted Answer

ChatGPT may help a teenager organise their thoughts, name an emotion or prepare for a difficult conversation. However, it should not replace a qualified therapist, school counsellor or trusted adult, especially when the teenager is experiencing serious or ongoing distress.

Question 10

What are the signs that a teenager is becoming emotionally dependent on AI?

Accepted Answer

Possible signs include turning to AI after every difficult emotion, saying the chatbot is the only one that understands them, becoming distressed when it is unavailable and withdrawing from family or friends. Parents should also pay attention if AI use begins to interfere with sleep, schoolwork or relationships.

Question 11

Should parents read their teenager’s AI conversations?

Accepted Answer

Not automatically. Demanding access to every conversation may damage trust and make the teenager more secretive. A better starting point is to ask what they find helpful about AI and whether it has ever given advice that felt uncomfortable, inaccurate or unsafe. More direct intervention may be necessary when there is an immediate safety concern.

Question 12

When should parents seek professional support?

Accepted Answer

Professional support may be helpful when a teenager is becoming socially withdrawn, relying on AI as their main source of reassurance or using chatbots to manage persistent anxiety, low mood, friendship difficulties or family conflict. Urgent help is needed when there are concerns about self-harm, suicidal thinking, abuse, exploitation or immediate safety.

Question 13

Can a child have ADHD if they are well-behaved?

Accepted Answer

Yes. ADHD is not defined by disruptive behaviour. Many children with inattentive ADHD are cooperative, thoughtful, and eager to do well while still experiencing significant difficulties with attention, organisation, and executive functioning.

Question 14

What does inattentive ADHD look like in girls?

Accepted Answer

Girls with inattentive ADHD often appear dreamy, forgetful, disorganised, easily distracted, or overwhelmed. Because they are not disruptive, their symptoms may be mistaken for personality traits rather than signs of ADHD.

Question 15

Why are girls with ADHD diagnosed later than boys?

Accepted Answer

Girls are more likely to present with inattentive symptoms, which are less visible than hyperactive behaviours. Many also develop coping strategies that conceal their difficulties for years.

Question 16

Can anxiety be mistaken for ADHD?

Accepted Answer

Yes. Anxiety and ADHD share several overlapping symptoms, including concentration difficulties, forgetfulness, and avoidance of challenging tasks. A comprehensive assessment helps determine the underlying cause.

Question 17

Is it ever too late to seek an ADHD assessment?

Accepted Answer

No. Understanding a child's strengths, challenges, and learning profile can be beneficial at any age and often leads to more effective support and improved self-confidence.

Question 18

How do I know if my child's social difficulties are related to transition or something more?

Accepted Answer

The most useful indicator is whether the difficulty resolves as adjustment progresses. Most children who are struggling socially because of transition begin to find their footing within a term or two of arriving in a new environment. If your child remains on the social periphery after a reasonable settling-in period, and particularly if this pattern has repeated across more than one school or peer group, something beyond ordinary adjustment is worth considering. A consultation with a clinician can help you think through what you are seeing.

Question 19

My child seems to manage socially at home and with family but struggles with peers. Does that mean it is not a social communication difficulty?

Accepted Answer

Not necessarily. Many children with social communication difficulties manage well in familiar, structured, one-to-one situations with people they know. The demands of peer interaction, particularly in unstructured settings such as breaks, lunches, and group activities, are where difficulties tend to be most visible. The contrast between home functioning and peer functioning is a clinically significant pattern, not evidence against concern.

Question 20

Could the cultural complexity of a multinational peer group itself be causing my child's social difficulties?

Accepted Answer

Cultural complexity adds genuine demands to social navigation, and some degree of social difficulty in a highly diverse peer group is normal and expected. However, cultural complexity does not cause social communication difficulties in the clinical sense. What it can do is mask existing difficulties, make them harder to identify, and amplify their consequences. If your child is struggling significantly more than peers in the same environment, the explanation is unlikely to be the environment alone.

Question 21

My child has moved schools four times. Could the repeated transitions explain the social difficulties?

Accepted Answer

Repeated transitions can absolutely contribute to social difficulties. They disrupt the continuity of friendships, require repeated social re-establishment, and can produce a kind of social guardedness in children who have learned that connections are temporary. However, most children who move frequently develop strategies for forming quick connections in new environments. If your child consistently fails to form even the temporary connections that their similarly mobile peers manage, this is a pattern worth taking seriously and discussing with a clinician.

Question 22

What does support for social communication difficulties look like in an international school context?

Accepted Answer

Support depends on what the assessment finds. For children with autism-related social communication differences, it typically involves social skills support, autism-informed therapeutic input, and school accommodations that reduce unnecessary social demands. For children with social anxiety, it involves targeted anxiety treatment. For children whose difficulties are primarily linked to ADHD, support for executive functioning and impulse regulation can significantly improve peer relationships. At CALM International, our reports include specific recommendations tailored to the child's profile and their specific school context, including the particular social demands of internationally mobile communities.

Question 23

Can a child have both ADHD and perfectionism?

Accepted Answer

Yes, and it is more common than many parents realise. ADHD and perfectionism can co-occur in ways that are particularly painful for the child. The ADHD makes it difficult to initiate and complete tasks. The perfectionism adds an additional layer of avoidance because starting means risking imperfection. The result is a child who is paralysed rather than simply disorganised. A psychoeducational assessment can identify both and help determine which needs to be addressed first.

Question 24

My child can focus for hours on video games or Lego. Does that rule out ADHD?

Accepted Answer

No. Hyperfocus, the ability to concentrate intensely on highly stimulating or personally motivating activities, is a characteristic feature of ADHD rather than evidence against it. What is consistent with ADHD is the inability to sustain attention on tasks that are not inherently engaging, even when the child understands their importance. The contrast between deep focus in preferred activities and scattered attention in others is something our clinicians look for specifically during assessment.

Question 25

My child only struggles at school. Does that mean it is not ADHD?

Accepted Answer

Not necessarily, but it is a clinically significant observation. ADHD typically affects functioning across settings. If difficulties are largely confined to the school environment, it raises the possibility that situational factors, such as workload, perfectionism, anxiety, or the specific demands of the curriculum, are the primary driver. This is exactly the kind of pattern a psychoeducational assessment is designed to evaluate. Context matters enormously in the interpretation of findings.

Question 26

How do you assess for ADHD in a multilingual child?

Accepted Answer

Assessing for ADHD in a multilingual child requires careful consideration of the role that language processing plays in attention and working memory. At CALM International, our clinicians are experienced in working with multilingual populations and understand how to account for the cognitive demands of second-language learning when interpreting assessment results. We use assessment tools appropriate to the child's language background and consider their full educational history when drawing conclusions.

Question 27

What is the difference between an ADHD assessment and a psychoeducational assessment?

Accepted Answer

An ADHD assessment is typically focused specifically on identifying the presence of symptoms of ADHD, including attention regulation, impulse control, and executive functioning among others. A psychoeducational assessment is broader. It evaluates the child's full cognitive profile, including reasoning, memory, processing speed, academic achievement, and emotional and behavioural functioning. At CALM International, we conduct comprehensive psychoeducational assessments that include evaluation of attention and executive functioning as part of the full picture. This gives us a much more complete understanding of what is happening and why.

Question 28

Does the school have to implement everything in the assessment report?

Accepted Answer

In most international school contexts, there is no single legal obligation requiring schools to implement every recommendation. However, schools accredited by bodies such as CIS or COBIS are expected to have policies in place for supporting students with identified learning needs. Most reputable international schools will make genuine efforts to implement reasonable accommodations. The strength of your position depends significantly on the clarity of the recommendations in the report.

Question 29

How do I get extra time approved for external examinations like the IB, IGCSE, or SAT?

Accepted Answer

The process varies by examination board but generally involves submitting a formal application, supported by the assessment report and sometimes a letter from the assessing psychologist, to the school's examinations coordinator. The school then submits the application to the examination board on your behalf. Deadlines are strict and typically fall several months before the examination. Contact the school's examinations coordinator as early as possible.

Question 30

My child's assessment was done in another country. Will it be accepted?

Accepted Answer

Most international schools accept assessment reports from qualified psychologists regardless of where the assessment was conducted, provided the report is in English or accompanied by a certified translation, and the assessing psychologist holds appropriate qualifications. Some examination boards have more specific requirements. Share the report with the school and the examinations coordinator early rather than assuming it will be accepted. Generally, reports have a lifespan of 3 years, and so schools and examining bodies may require a new assessment, if the old assessment is more than 3 years old.

Question 31

What if the school agrees to accommodations but does not implement them?

Accepted Answer

Raise the concern directly with the SENCO or the person responsible for learning support, and document the conversation in writing afterwards. If the issue is not resolved, escalate to the school principal or academic director. Keep a clear record of all requests, agreements, and outcomes. If the school continues not to implement agreed accommodations for a student approaching external examinations, the examining body may also be a point of contact.

Question 32

Can we access support from CALM International if the school is not meeting our child's needs?

Accepted Answer

Yes. CALM International works with students and families independently of the school. We provide clinical support, specialist guidance, and advocacy assistance for families navigating the gap between what an assessment recommends and what a school is providing. A consultation is a practical first step.

Question 33

At what age should a child receive a psychoeducational assessment?

Accepted Answer

Assessments are often conducted from around ages five or six onwards, although reliability and available testing tools increase with age. The right time depends less on age and more on whether difficulties are significantly affecting learning, confidence, or emotional wellbeing. Earlier identification often leads to better long-term outcomes because support can begin before negative patterns become entrenched. However, due to the starting age of most standardized instruments, a full psychoeducational assessment should be at age 7, although more targeted assessments may be performed at younger ages.

Question 34

Does my child need a referral from a doctor or school?

Accepted Answer

No. Parents can seek a psychoeducational assessment directly without a formal referral. Many families contact clinicians after observing concerns themselves, even before the school has raised them formally. However, the clinician will need the input of school as part of the process.

Question 35

What if the assessment does not result in a diagnosis?

Accepted Answer

An assessment is still extremely useful even without a formal diagnosis. It provides detailed insight into learning strengths, processing patterns, cognitive weaknesses, executive functioning, attention regulation, and academic skill development. This information helps schools and parents better support the child regardless of whether a diagnostic label applies.

Question 36

Will an assessment affect my child's permanent school record?

Accepted Answer

Assessment reports are confidential clinical documents belonging to the family. Reports are shared with schools only with parental consent. Many parents choose to share findings in order to access accommodations and appropriate support, but the decision remains entirely with the family. However, it is important to note that even if parents provide the school with a copy of the report, this report should not be placed on the child’s general file, and should only be accessed by the school counselor and learning support teacher. They can in turn share recommendations with respective teachers.

Question 37

My child's school says they are fine. Should I still trust my instincts?

Accepted Answer

Schools vary significantly in their ability to identify learning-related difficulties. Some have extensive learning support systems and specialist staff. Others may not have the resources to recognise subtler presentations, especially in bright, high-masking, bilingual, or inattentive children. If concerns are affecting your child consistently over time, your instincts as a parent are worth taking seriously. A consultation with a clinician can help determine whether a full assessment would be beneficial.

Question 38

How much exam stress is normal?

Accepted Answer

Some level of stress before exams is completely normal and can actually improve performance by sharpening focus and motivation. It becomes a concern when stress is persistent, disproportionate to the situation, or begins to interfere with sleep, physical health, relationships, or the ability to study. If stress is affecting daily functioning on most days in the lead-up to exams, it is worth seeking support.

Question 39

What is the most effective revision strategy for managing stress?

Accepted Answer

A realistic, structured revision plan combined with adequate sleep is the most evidence-based combination for both performance and anxiety management. Breaking revision into manageable sessions with built-in breaks, prioritising sleep over late-night study, and including regular physical activity produces better outcomes than long, unstructured revision blocks and sleep deprivation, which many students default to.

Question 40

How can I tell if my child's exam stress has become a mental health concern?

Accepted Answer

Signs that exam stress may have crossed into a mental health concern include persistent insomnia, significant changes in appetite, withdrawal from friends and family, frequent physical complaints without a medical explanation, panic attacks, or expressions of hopelessness. If several of these are present consistently over more than a week or two, professional support is appropriate.

Question 41

Should parents look at their child's revision materials or check their progress?

Accepted Answer

This depends on the student's age, the quality of the relationship, and whether the student has asked for that kind of involvement. For younger students, light-touch check-ins can be helpful. For older students, unsolicited checking can feel intrusive and increase rather than reduce anxiety. A better approach is to ask the student directly what kind of support would be useful and to follow their lead rather than imposing a structure that may not fit.

Question 42

When should a student seek help from the school counsellor?

Accepted Answer

Students should consider speaking to the school counsellor when exam stress is affecting their sleep, concentration, or daily functioning, when anxious thoughts are persistent and difficult to manage alone, or when they feel they are not coping despite genuine effort. School counsellors are trained to support students through exam-related anxiety and can provide practical strategies, a confidential space to talk, and a referral to clinical support where needed.

Question 43

How do I know if a concern is serious enough to escalate?

Accepted Answer

If you are asking this question, the concern is probably serious enough to raise. School counsellors and pastoral leads are trained to assess and triage concerns of varying severity. Your role is not to determine whether a concern meets a particular threshold before reporting it. It is to document what you have observed and pass it on. Erring on the side of raising a concern is almost always the right choice.

Question 44

What if the student has asked me not to tell anyone?

Accepted Answer

Teachers should be honest with students that they cannot always guarantee confidentiality, particularly where safety is involved. If a student has shared something significant after a promise of confidentiality, the teacher should acknowledge that the conversation was difficult to have, explain why they need to pass the information on, and do so as soon as possible. Keeping a significant concern secret to honour a promise to a student places both the student and the teacher at risk.

Question 45

Who should I contact when I escalate a concern?

Accepted Answer

This depends on your school's structure. In most international schools, the first point of contact for pastoral or mental health concerns is the school counsellor, head of year, or pastoral care coordinator. For safeguarding concerns, the designated safeguarding lead is the appropriate contact. Every teacher should know who these people are and how to reach them before a concern arises.

Question 46

What if I raise a concern and nothing seems to happen?

Accepted Answer

Follow up. A referral that has been made but not acknowledged or acted upon should be escalated further. Teachers should keep a record of when they raised the concern and with whom, so that there is documentation of the attempt. If a concern is serious and the response feels inadequate, it is appropriate to escalate to a more senior member of staff.

Question 47

Should I tell the student's parents myself?

Accepted Answer

Generally, no. Communication with a student's family about mental health or welfare concerns should be coordinated through the school's pastoral or safeguarding team rather than initiated independently by the class teacher. There are situations, such as when abuse is suspected, where contacting the family directly could make things worse. The safeguarding lead is best placed to determine how and when family communication should happen.

Question 48

What should a teacher do first when they are worried about a student?

Accepted Answer

The first step is to document what has been observed in a clear, factual way, including specific behaviours, dates, and context. The teacher should then follow the school's referral process and share those observations with a school counsellor, pastoral lead, or designated safeguarding person. If there is any immediate concern for the student's safety, this should be escalated without delay

Question 49

Is it appropriate for a teacher to ask a student directly if they are okay?

Accepted Answer

Yes, a brief and genuine check-in is appropriate and often appreciated by students. The key is to keep it low-pressure, listen without trying to fix anything, and be honest that the teacher may need to share concerns with someone who can help more directly. Teachers should not probe for detailed disclosures or position themselves as the student's primary source of support.

Question 50

What should a teacher do if a student asks them to keep something confidential?

Accepted Answer

Teachers should be honest from the outset that they cannot always guarantee confidentiality, particularly if what is shared relates to the safety of the student or others. It is better to be clear about this before a student discloses than to make a promise that cannot be kept. Most students understand when this is explained with care and without alarm.

Question 51

How should a teacher handle it if a student discloses thoughts of self-harm?

Accepted Answer

The teacher should remain calm, stay with the student, and contact the school's designated safeguarding lead or counsellor immediately. They should not attempt to provide crisis support themselves, should not leave the student alone, and should not make promises about what will or will not happen next. Schools should have a clear protocol for this situation, and teachers should be familiar with it before it is ever needed.

Question 52

Can a teacher tell a student's parents about concerns without going through the school?

Accepted Answer

Generally, no. Communication with a student's family about mental health concerns should be coordinated through the school's pastoral or safeguarding team rather than handled independently by the class teacher. This ensures the communication is handled appropriately, that the right information is shared, and that the school maintains a consistent and coordinated approach to the student's support.

How to Tell EAL (English as an Additional Language) Struggles Apart from a Learning Difference

Why Teenagers Are Telling AI What They Won’t Tell Their Parents

Inattentive ADHD in Girls: Why Quiet Children Are Often Missed

Social Challenges in Expat Children: When Peer Difficulties Go Beyond Adjustment

ADHD or Perfectionism? Differentiating ADHD from Situational Overwhelm in Children

From Report to Reality: Using Psychoeducational Assessment Results at International Schools

Before You Panic About Grades: Signs Your Child Needs a Psychoeducational Assessment

How Parents and Students Can Manage Exam Stress Effectively

When Teachers Should Escalate Student Mental Health Concerns

What Teachers Can and Cannot Do When a Student Is Struggling