International school child struggling with language or maths

If your child at an international school is struggling, it can be hard to tell whether the issue is with language, maths concepts or both. Look for patterns in their homework, tests and teacher feedback: consistent errors in word problems but not calculations suggest language load, while mistakes in both may indicate a maths gap. A 2022 OECD/PISA study found students speaking a different language at home were 15% more likely to be behind in maths and 18% in reading compared to a decade earlier.

How can I tell if it's language or maths?

Check where errors cluster. If your child gets number operations right but struggles with word problems, language may be the barrier. If errors appear in both, it's likely a maths gap. Teacher comments like 'needs to read questions more carefully' often point to language, while 'doesn't understand fractions' is maths-specific. A Cambridge Core study of 785,552 children found foreign-language learning impacts numeracy skills differently by age.

What signs show language is the main issue?

Look for these patterns in their work:

• Correct answers when problems use simple language
• Mistakes increase with longer or complexly worded questions
• Teacher notes mention 'rushing' or 'misreading'
• Strong performance in hands-on or visual maths tasks A 2019 study found 56% of migrant students lacked the maths knowledge expected for their class level, often due to language barriers.

When is it clearly a maths problem?

These signs suggest conceptual gaps:

• Errors persist even with reworded or simplified questions
• Difficulty with basic number facts or operations
• Consistent mistakes on particular topics (like fractions)
• Teacher feedback mentions specific skills to work on The same 2019 study showed almost one third of students still couldn't solve some exercises after a year of language support, indicating deeper maths gaps.

Could it be both language and maths?

Yes, especially if:

• Your child recently switched school systems or languages
• Errors appear across question types but worsen with complex wording
• Teacher reports mention both reading comprehension and skill gaps
• Performance varies greatly by topic or day A 2018 Cambridge Core study found each additional hour of foreign-language instruction weekly correlated with 4.8 higher PISA maths points, showing how intertwined the skills can be.

How can I help at home?

Try these approaches:

• For language: rewrite problems in simpler terms, use visual aids, practice key vocabulary
• For maths: use concrete examples, break problems into steps, focus on one gap at a time
• For both: ask the teacher for topic lists, use their actual schoolwork to spot patterns Our guide on finding learning gaps in schoolwork has more detailed strategies.

When should I seek extra support?

Consider help if:

• The gap persists beyond one school term
• Your child avoids or gets anxious about the subject
• Teacher reports show little progress despite interventions
• You notice confidence dropping across subjects This is general information, not medical or educational-psychology advice. Talk to your school or a qualified professional about your own child.

Common questions from parents

My child was fine last year - why now?

Curriculum jumps happen, especially between primary and secondary. International schools often accelerate content, and language demands increase sharply. A Dutch study found even brief school disruptions caused learning delays equivalent to 3 percentile points.

Could it just be a bad teacher?

Possibly, but check across subjects and assessments first. Consistent issues in one subject with multiple teachers likely indicate a child need rather than teaching quality alone.

Should we switch to our home language for maths?

This depends on your school's language policy and your long-term plans. Some children grasp concepts faster in their stronger language, but need to maintain academic vocabulary in the school language.

Is tutoring the only solution?

Not always. Targeted practice with their actual schoolwork often helps more than generic worksheets. Our alternatives to tutoring explores other options.

How long should we wait to see improvement?

Allow at least one full term of focused support. Small weekly gains add up, but pressure for rapid progress can backfire. Track specific skills rather than overall grades.

Could this be dyslexia or dyscalculia?

Only a professional assessment can diagnose these. If you suspect a learning difference, start by collecting examples of their work and talking to the school's support team.

Try making a free study guide from their schoolwork to spot patterns and focus practice where it's needed most.