A new Stellenbosch University research report on socio-economic policy suggests that repeating early grades can improve learner performance without causing harm when applied carefully. The study, led by researcher Ros Clayton from the university’s Research on Socio-Economic Policy (RESEP) Group, found that repetition in early schooling, particularly in Grade 1 or Grade 4, can lead to significantly better academic outcomes for certain learners.
Clayton explains that the strongest benefits are seen among learners who narrowly miss promotion thresholds. “What the research shows is that early grade repetition clearly increases academic outcomes for those learners who are just below the repetition threshold,” she said. According to the study, learners who repeat after narrowly failing often perform better in later assessments than those who progress after just meeting minimum requirements.
However, Clayton cautions that the findings do not fully address possible long-term risks.
“I’m not able to really look at whether there are any longer-term harms,” she noted, adding that international research presents mixed evidence.
“Some evidence shows that early grade repetition doesn’t affect dropout, which is a really good sign, but other research shows that it can affect later dropout.”
Age was identified as a key factor influencing outcomes. Younger learners, particularly in Grade 1, tend to struggle more and are more likely to repeat. Clayton said the developmental advantage of being a year older plays a significant role.
“There’s clearly a large benefit from being one year older. That cognitive and non-cognitive development that happens in those early years can really help learners,” she said.
While the study highlights academic benefits on average, Clayton emphasised that repetition should not be applied indiscriminately. Capacity and cost constraints within schools remain a major concern, and decisions should be made carefully at an individual level.
“For individual parents, it’s ultimately up to each parent who knows their child best,” she said.
“If a child does need to repeat, I hope parents can take some encouragement from the fact that there are clear academic benefits, even though it does mean an extra year in school.”
The study calls for a balanced, evidence-based approach to early grade repetition, ensuring it supports learner development without placing undue strain on the education system.
Listen to the full audio below:
VOC News
Photo: Pixabay
