Understanding the concern
When a student tells you “I’m not getting help at school” it often means they feel invisible, overwhelmed, or unsure how to ask for support. Parents who listen closely can spot the real issue and respond in a way that builds confidence.
First, acknowledge the feeling.
‑ “I hear you feel left out when you need extra help.”
‑ “It sounds like teachers haven’t noticed your struggle.”
Your feelings matter, and I’m glad you told me.
I understand it feels lonely when help isn’t there.
Let’s look at what’s happening in class together.
Explore the situation
Ask open‑ended questions that avoid “can” or “may.”
‑ “What happens when you ask for clarification?”
‑ “Who usually assists you with assignments?”
Who do you usually turn to when a problem pops up?
What part of the lesson feels most confusing right now?
Do you notice a pattern when the teacher moves on quickly?
Identify gaps in support
Sometimes the school’s system itself is the barrier.
‑ Check the student’s Individual Education Plan (IEP) if one exists.
‑ Review the schedule for tutoring slots or resource room time.
The schedule shows a free period that could be used for extra help.
Your IEP mentions weekly check‑ins that we can request.
The resource room is open after lunch, maybe we could try that.
Offer practical steps for the child
‑ Encourage them to write down questions before class.
‑ Role‑play a short request to the teacher, such as “I need a little more explanation on this part.”
Would you like to practice how to ask for clarification?
I can help you write a note to the teacher about the topics you need help with.
Let’s try a quick rehearsal of asking for a one‑on‑one session.
Communicating with the school
When you contact teachers, keep the tone respectful and factual.
‑ “My child is struggling with fractions and would benefit from additional resources.”
‑ “We would like to set up a meeting to discuss possible accommodations.”
Please let me know when you have time for a brief chat.
Could we arrange a meeting to talk about support options?
I appreciate any suggestions you have for extra practice.
Follow‑up at home
‑ Create a quiet study space.
‑ Use online tutorials that match the school curriculum.
Here is a video that explains the same concept in a different way.
The worksheet I printed matches today’s lesson and might help.
Let’s set a 20‑minute review time after dinner.
Encourage self‑advocacy
Teach the student a simple script they can use.
‑ “I need help understanding this step.”
‑ “Can we spend a few minutes reviewing this problem?”
When you feel stuck, try saying, I need help with this part.
If the teacher is busy, ask, When is a good time to discuss this?
You might also email the teacher to set up a quick meeting.
Building a partnership with teachers
‑ Attend parent‑teacher conferences and bring notes on specific incidents.
‑ Ask for progress reports every few weeks.
The teacher mentioned a new reading group that could suit you.
We received the latest report showing improvement in math.
Let’s schedule a quick check‑in after the next test.
Celebrating small wins
Every time the student gets help, acknowledge the effort.
‑ “You asked for clarification today, that’s a big step.”
‑ “Your teacher gave you extra practice and you completed it.”
Great job reaching out for support today.
You handled that conversation with confidence.
Seeing you use the new study plan makes me proud.
Remember, the goal is to turn “I’m not getting help” into “I know how to get help.” By listening, exploring options, and guiding the child toward self‑advocacy, parents create a bridge between home and school that keeps learning on track.
A thoughtful closing
When you respond with empathy and clear actions, the student learns that asking for help is normal and powerful. This shift not only improves grades but also builds resilience for future challenges.
Be kind ❤
