Let's start with one question
This screener is for parents and teachers who want to understand whether the challenges they're seeing in a student might warrant a closer look — including students who are passing their classes and not causing any behavioral problems.
Just click the things you're noticing. No typing required. At the end, you'll get a plain-English summary of what the patterns may suggest and whether to consider an IEP evaluation, a 504 plan, or both.
📌 Note for parents of students with passing grades
There is a section at the end specifically for students who appear to be doing fine on paper — but something still feels off. Passing grades do not mean a student is not struggling, and some conditions are designed to look "invisible" until they can't be anymore.
Check everything that applies. You can check as many as you want.
📖 Reading, Writing & Spelling
Mixes up letters when reading or writing (b/d, p/q, saw/was)
Why it matters: Letter confusion past 2nd grade may indicate a phonological processing difference worth evaluating.
Reading is far below grade level or very slow and labored
Why it matters: Reading fluency and accuracy deficits are core markers for Specific Learning Disability (dyslexia).
Spelling is very poor even for words they've studied repeatedly
Why it matters: Persistent spelling difficulty despite instruction may indicate a phonological processing concern.
Has great ideas verbally but written work looks completely different — shorter, less organized, or barely legible
Why it matters: A significant gap between verbal ability and written output may suggest dysgraphia or a written expression disability.
Avoids or refuses reading and writing tasks
Why it matters: Avoidance is often a coping strategy for students who find these tasks disproportionately difficult.
Difficulty with word problems in math, even when computation is fine
Why it matters: Math word problem difficulty with intact calculation skills may reflect a reading comprehension or language processing issue.
⚡ Attention, Focus & Organization
Fidgets constantly — can't seem to stay in their seat
Why it matters: Hyperactivity significantly beyond same-age peers across multiple settings may be a marker for ADHD.
Starts tasks but rarely finishes them
Why it matters: Chronic task incompletion despite ability is a key indicator of attention-related executive function concerns.
Loses materials constantly — folders, homework, supplies
Why it matters: Significant organizational difficulty may reflect executive function deficits associated with ADHD.
Seems to "zone out" or daydream frequently during instruction
Why it matters: Inattentive-type ADHD often looks like daydreaming rather than hyperactivity — and is frequently missed, especially in girls.
Work is inconsistent — great some days, almost nothing other days
Why it matters: Extreme performance variability (not effort-related) is a hallmark feature of ADHD.
"Doesn't apply themselves" or "could do it if they tried"
Why it matters: This framing often describes a student whose performance inconsistency has not yet been evaluated for an underlying cause.
🗣️ Communication, Language & Speech
Hard to understand when speaking — speech is unclear
Why it matters: Significant articulation difficulty affecting communication may indicate a speech sound disorder warranting evaluation.
Struggles to find the right word — "um," "the thing," lots of pauses
Why it matters: Consistent word retrieval difficulty may indicate a language processing concern affecting both verbal and written expression.
Doesn't participate in class discussion even when they clearly know the material
Why it matters: Could reflect expressive language difficulty, pragmatic language concerns, or significant anxiety — any of which may warrant evaluation.
Difficulty following multi-step verbal directions in class
Why it matters: Receptive language difficulty may indicate auditory processing, language processing, or hearing concerns.
Frequently asks "what?" or seems to mishear instructions
Why it matters: May indicate auditory processing disorder, hearing loss, or receptive language difficulty.
💙 Social, Emotional & Behavioral
School anxiety — stomachaches, headaches, or refusing school on school days
Why it matters: Persistent physical symptoms appearing only on school days may indicate an anxiety disorder affecting educational access.
Mood changes significantly affect school performance over extended periods
Why it matters: Sustained emotional disturbance that affects learning may qualify under IDEA's Emotional Disturbance category.
Social situations seem very difficult — doesn't pick up on unwritten social rules
Why it matters: Significant pragmatic language or social communication difficulty may indicate autism spectrum concerns.
Very rigid — gets extremely upset when routines change unexpectedly
Why it matters: Extreme inflexibility and distress around change is a potential marker for autism spectrum or anxiety.
Has no or very few peer relationships — isolated from classmates
Why it matters: Significant and persistent social isolation may indicate emotional disturbance, autism spectrum, or other concerns affecting participation.
Distracting to other students — calling out, off-task behavior, disrupting class
Why it matters: Persistent disruptive behavior may reflect unmet needs related to ADHD, emotional disturbance, or an unidentified disability.
♿ Physical, Sensory & Motor
Handwriting is so difficult it prevents completing written work
Why it matters: Handwriting that prevents academic output despite instruction may indicate dysgraphia or an orthopedic concern.
Known physical condition (CP, muscular dystrophy, limb difference) affecting school participation
Why it matters: Known physical conditions may qualify under Orthopedic Impairment if they adversely affect educational performance.
Squints at the board, complains of headaches after reading, or loses their place constantly
Why it matters: Functional vision concerns that affect reading and classroom participation may warrant a vision evaluation for educational impact.
Seems to not hear in class — turns up volume, mishears often, history of ear infections
Why it matters: May indicate hearing loss, unilateral hearing impairment, or auditory processing disorder — all of which can affect learning significantly.
Extreme reactions to sounds, textures, lights, or other sensory input
Why it matters: Significant sensory processing difficulties affecting school participation may be associated with autism spectrum, sensory processing disorder, or anxiety.
🏥 Medical, Health & Chronic Conditions
Has a diagnosed chronic health condition (asthma, diabetes, epilepsy, chronic fatigue, etc.)
Why it matters: Chronic health conditions that affect alertness, attendance, stamina, or school participation may qualify under Other Health Impairment.
Fatigue significantly affects school performance — drains much faster than peers
Why it matters: Medical fatigue affecting learning may qualify under OHI — and is often missed in students with degenerative or chronic conditions.
Has had a head injury, concussion, or TBI — and school hasn't re-evaluated since
Why it matters: TBI is its own IDEA category. Post-injury cognitive, behavioral, and academic changes may not emerge immediately and warrant a school-based evaluation.
Missing significant school time due to medical appointments or illness
Why it matters: Significant medical absences affecting access to education may support consideration of a 504 plan or IEP under OHI.
👻 The "Hidden Student" — Passing Grades, But Something Feels Off
Passing grades — but exhausted, stressed, or spending 3x longer on homework than peers
Why it matters: Students who compensate intensely to maintain grades may still qualify for services — the effort required is itself a sign of impact.
Grades are fine overall, but one area (usually writing or reading) is dramatically lower
Why it matters: Area-specific discrepancies in otherwise capable students may indicate a specific learning disability even with overall passing performance.
Has significant anxiety or depression but "holds it together" at school
Why it matters: Students with internalized mental health concerns often mask at school. They may still qualify for supports under ED or a 504 plan.
Has a medical condition being managed well medically — but the school has never been told
Why it matters: Many medical conditions qualify students for a 504 plan or IEP without the student appearing to struggle visibly at school.
Very "on" at school — but completely melts down at home; teachers say they have no concerns
Why it matters: School masking is real. A student who consistently "holds it together" at school by expending enormous effort may still qualify for evaluation and support.
Won't take notes in class — even when asked repeatedly
Why it matters: Refusal to take notes is often a sign of a writing, processing, or attention concern — not defiance.
Teacher says they're "capable but not motivated" — but the student says they're trying
Why it matters: "Motivational" framing often reflects an unidentified disability — especially ADHD or a specific learning disability.
Has a progressive or degenerative medical condition and anxiety from missing classes
Why it matters: Students with degenerative conditions may not appear to struggle immediately — but often need proactive planning before the gap becomes a crisis.
Performs well on oral exams or discussions but consistently fails written tests
Why it matters: A consistent modality gap between verbal and written performance is a significant marker for several learning and health-related disabilities.