Should you “redshirt” your child?

                                                                

There is no doubt that kindergarten today is very different from what many parents used to attend, and the program now focuses more on academic goals rather than on educational play and social-emotional learning. In most of the United States, children start kindergarten at age five and some even at age four, but not all five-year-old are the same. Some children can follow directions, read and count and some are still learning how to sit still, share and play with others. Many parents are unsure whether their child is ready for an academically oriented start, especially those with children who have summer birthdays or appear immature when it's time to begin kindergarten. As a result, some parents choose to wait an extra year, allowing their child to start school at age six. This practice is called “academic redshirting,” and the main reason why parents make this choice is to give the child more time to grow, mature, and be better prepared for school emotionally and academically. At first look it seems like a great idea that has many supporters who believe that redshirting has a lot of benefits for children, but there are also many arguments that redshirting is unnecessary and causes more problems for children in the future. While redshirting can help some children succeed, it isn’t the right choice for everyone. Parents should carefully consider both the advantages and disadvantages of this practice before making a decision that best supports their child.

      Photo of kindergarten classroom

Perspective #1: The Advantages of Redshirting
Many parents and experts on one side see redshirting as a very beneficial practice that gives young children many advantages for a better school start. In her article, “Redshirting: Should Your Child Delay Kindergarten?” Cara Goodwin argues that children who start kindergarten at six show stronger self-regulation and cognitive skills, which help them focus for longer periods, follow directions, and handle classroom schedules and tasks better. She also highlights that boys are more likely to benefit from redshirting than girls due to “differences in social-emotional development,” which means they need more time than girls to mature and develop essential skills to be ready for a structured environment (Goodwin). Such developmental progress and readiness are very helpful and can make a big difference during the first few years of learning, because nowadays school focuses more on academic goals than on play-based learning. According to Goodwin, “[S]tudents who are relatively older than other children in their grade score higher on math and science tests” in the short term, and even despite the “difference decreasing over the years, they are still present to some extent in eighth grade.” This claim demonstrates that redshirting benefits last longer than just elementary school. And the most fascinating benefits are that redshirted children have more chances to be enrolled in advanced learning and graduate high school as well as college (Goodwin). This academic success and maturity in early grades can enhance a child’s confidence and motivation and create a positive attitude towards school and education in general. So, the supporters of redshirting believe that giving children extra time to grow and develop has many academic and social benefits, especially for those who are emotionally immature, to have a great start in today’s school.

                                                                                                     Photo of mom reading to her child

Perspective #2: The Disadvantages of Redshirting
While many parents and experts see redshirting as a helpful head start for young children, there are arguments that this is an unnecessary practice with many disadvantages in the long run. In his article, “Should Young Children Wait a Year to Start Kindergarten?” Blake Lancaster cautions that “while growing in popularity among parents, the practice is not for everyone,” and even though “academically and socially, a redshirted child” greatly benefits from that in the beginning, usually these advantages disappear after the “first few years of elementary school.” So, in later years there is no difference except age. And this age difference can lead to behavioral issues and a sense of disconnection from peers, as older students may not feel challenged by the learning process. As a result, they might feel like they don't belong, become bored, and experience negative effects on their emotional well-being. According to Lancaster, “Families and educators tend to misperceive the short-term advantages and fail to notice the potential long-term results of redshirting” as well as challenges the parents may face. When parents decide to delay kindergarten for their child, they may have to pay for an extra year of preschool or a pre-K program, and that can be expensive. They also should understand that redshirting delays their child's graduation time in school and college and possible opportunities to get a job and be independent. One or one and a half years does not seem like much time, but it can make a difference and affect a child’s learning outcomes and opportunities in the long run, and parents should consider this while making the choice for their child.

                                                                                     Photo of girl on the first day of kindergarten

Similarities and Differences
There are several similarities and differences between Goodwin’s and Lancaster’s points of view about redshirting. One of the biggest differences is their explanation and understanding of long-term impact and how long it lasts. Goodwin claims that there are many lasting, positive aspects in academic and social-emotional development when older students in the classroom exceed in particular STEM subjects, "show less hyperactivity and inattention” and “are more likely to attend a four-year college." And Lancaster, in contrast, argues that these positive aspects could be observed only in the early grades and then “the rest of the class has typically caught up by middle school” which makes this practice unnecessary. He even brings some negative aspects when redshirted children “had lower standardized test scores (measured at eighth, 10th, and 12th grades), and were less likely to attend college” (Lancaster). While Goodwin sees redshirting as an opportunity for a child to mature and be better prepared for kindergarten academically and emotionally, Lancaster states that older students may become bored and feel disconnected due to age differences and are “more likely to have behavior problems.” These differences make us think about what the actual impact of redshirting is: positive outcomes and permanent success or negative outcomes and temporary success.
Despite these huge differences, there are also some important points that both sides agree on. Both authors admit that redshirting has short-term academic advantages that help children prepare for kindergarten, which is crucial for a better start. Goodwin states that “redshirted children are showing enhanced learning . . . in 1st and 2nd grade” and Lancaster agrees that “redshirted kindergartners may sail through the first few years of elementary school ahead of the class.” Another point that both sides agree on is understanding that redshirting does not work for everyone, and whole child readiness, needs, and abilities play an important role in decision making. Delaying kindergarten for children with disabilities can be very harmful academically and socially “because it would involve delaying free essential services through the public school system (such as speech therapy and learning support)” which are better to receive “before age 5” (Goodwin). Lancaster also believes that this “practice is not for everyone” and parents often “fail to notice the potential long-term results of redshirting.” These similarities remind us that every child is unique and that the early years are crucial. Parents should consider their child’s individual abilities and needs in order to make the best possible choice. While both authors have different points of view about the long-term benefits of redshirting, they share common ground in understanding the importance of its short-term benefits for a better start in early years as well as the importance of considering each child’s maturity and social-emotional development in the decision-making process.

Strengths and Weaknesses
Each side of academic redshirting comes with strengths and weaknesses. It is important to notice that strengths on both sides are supported by evidence and professional opinion, which in some points contradict and limit each other, thus weakening their overall arguments. One of the greatest strengths of Goodwin’s arguments is her use of measurable data from many studies to support her perspective. She explains the emotional and academic benefits of giving young children an extra year to mature before starting school and provides research data that redshirted students are “more likely to be in gifted education,” “less likely to drop out of high school,” and “more likely to attend a four-year college” (Goodwin). This evidence gives her argument credibility by demonstrating recorded long-term positive outcomes. Goodwin also greatly explains and includes evidence of how redshirting is especially helpful for boys because of “differences in social-emotional development” and how today’s school became more academically oriented. These points make her argument more specific and appealing to children’s needs as well as help readers understand why some children would benefit from the extra time before starting kindergarten. Additionally, as a licensed psychologist, she acknowledges that redshirting is not always beneficial, especially for children with disabilities, because they miss special education interventions which are better to receive sooner than later (Goodwin). Even though Goodwin relies on research data in her argumentation, there is one weakness. She admits that research data about redshirting is “correlational” and “involves associations,” which means there is no full confidence that “being older relative to your peers actually causes any of these positive or negative outcomes” (Goodwin). This point contradicts her strengths and makes her argumentation less reliable.
Lancaster on the other hand provides a strong argument that is based on a study that observed thousands of children repeatedly over many years and found “no measurable long-term advantages for children” who were redshirted. This long-term observation makes his argument more logical and doubts the idea that early benefits of redshirting last long. He also emphasizes that every child develops and matures differently and suggests parents consult with specialists before enrolling a child in kindergarten because “there is no absolute test or analysis that measures a child's readiness for school” (Lancaster). This makes his arguments more convincing, especially for parents who make that important decision for their children and are looking for advice. However, Lancaster’s argument also has one weakness. While he cautions parents and critiques redshirting’s long-term effectiveness, he does not fully consider that some children may benefit from redshirting, such as children with disabilities and developmental immaturity, even if the advantages are short-term. This point makes his argument one-sided and less appealing for parents who have children with special needs and are seeking information and reassurance. Both sides present strong arguments supporting their perspective and at the same time fail to develop it deeper, leaving some contradictory points unclear, which makes their articles targeted at particular readers, not at overall seekers of information about redshirting practice.

Compromise
So far, we can see that neither side of the redshirting argument offered a universal solution. They both present evidence-based arguments and at the same time have contradictory points, so the most reasonable conclusion brings us to the middle ground that admits the complexity of child development and the individuality of each child's needs and ability. Goodwin focuses more on short-term academic and emotional advantages, especially for boys and children who need more time to mature, and states that those benefits last up to high school and college. Lancaster, on the other hand, focuses on the long-term disadvantages and cautions that the benefits in early years may disappear up to third grade and can cause boredom or behavioural issues in those students who were redshirted. Despite their differences, both authors agree that redshirting does not work for every child. They understand that children develop at different rates and that readiness for kindergarten fully depends on their emotional, cognitive, and social maturity. Goodwin and Lancaster also agree that parents should carefully consider their child’s unique needs and abilities before deciding, and they both support the idea of consulting with specialists when needed.
After reviewing both articles and calling on my twenty-two years of experience working in the early education field, as well as being a mom of six children, I strongly believe that redshirting can be a very helpful option but only in specific situations and for particular children. An effective solution is to move beyond age and gender, and instead consider the child’s overall developmental readiness and maturity.  If a child shows clear signs of emotional immaturity or struggles with basic directions and attention, waiting one more year to grow and build confidence can be very helpful to have a great start. But if a child shows signs of readiness or is already receiving special support services, it would be better to start school on time to avoid possible long-term drawbacks in social and academic development. Redshirting practice is not the right choice for everyone. It should be used as one of the possible solutions that focuses on the whole child development and includes parents’ opinions as well as a specialists’ evaluation to help the child have a great start and enjoy school.

References:
Goodwin, Cara. “Redshirting: Should Your Child Delay Kindergarten?” Psychology Today, Sussex Publishers, 2022, www.psychologytoday.com/us/blog/parenting-translator/202206/redshirting-should-your-child-delay-kindergarten?msockid=13d7c28c4c426e641861d4954d6f6fd3.

Lancaster, Blake. “Should Young Children Wait a Year to Start Kindergarten?” Michigan Medicine , 14 Mar. 2018, www.michiganmedicine.org/health-lab/should-young-children-wait-year-start-kindergarten.