Lower risk of repeating a grade? Not all schools are the same…

Secondary school students in the Netherlands repeat a grade relatively often. This year, for example, an average of about two students per high school class in the Netherlands are repeating a year. This makes the Netherlands one of the countries with the highest rates of grade repetition in Europe. 

Repeating a grade is intended to give students extra time to master the course material. However, previous research shows that it does not always help. In some cases, students actually become less motivated or lose confidence in school. In the long term, repeating a grade can even be linked to poorer academic performance and fewer opportunities in the job market. Additionally, students from vulnerable families repeat a grade more often than students from more advantaged families, even when their grades are comparable.

The School Makes a Difference 

Although many students repeat a grade, there is still relatively little understanding of how the broader educational system contributes to grade repetition. “Until now, research on grade repetition has focused primarily on the student themselves. But this overlooks the role of the school. Schools make decisions regarding the guidance, support, and assessment of students. As a result, the same student might pass at one school and repeat a grade at another,” says researcher Janneke Pepels.

The researchers examined data from over 124,000 students at nearly 6,000 schools in 24 countries. They discovered that students at schools with many children from vulnerable families are more likely to repeat a grade, even when their individual performance is taken into account. This means that the same student, with the same performance, is more likely to repeat a grade at one school than at another. The school itself therefore plays a role, independent of the student.

Specific differences between schools

The researchers observed clear differences in how schools handle students who are falling behind. At some schools, for example, students receive extra instruction in small groups, assignments tailored to their own level, or temporary extra support for a difficult subject such as math or languages.  At such schools, students are less likely to repeat a grade. Schools with shortages of educational resources, on the other hand, are more likely to deal with students repeating a grade. Think of outdated computers, too few quiet workspaces, or a lack of recent textbooks. This can make it harder to teach students effectively.

What does this mean for parents and schools?

According to the researchers, the study shows that grade retention is not just a problem for individual students but is also linked to how schools organize their education. This also provides room for solutions. The results suggest that schools may be able to reduce grade retention by offering extra help earlier, providing better accommodation for differences among students, and giving teachers more flexibility to provide personalized support.

For policymakers, this means that additional investments in guidance and educational resources may be particularly important in schools with many vulnerable students.

And for parents choosing a high school, it may be wise to look not only at graduation rates but also at questions such as: How does the school support students who are falling behind?  Is additional support available?  How does the school handle grade retention? 

The results indicate that effective guidance and support can help reduce grade retention.