Strengths-based doesn’t mean sugar-coating. Families need to know when their child is struggling. It means writing about the concern in a way that describes what’s happening, shows what’s already working, and points to a way forward.
Compare these two:
Both are honest. Only one gives the family something to work with, and only one would make Noah want to keep trying.
Five principles
- Describe the behaviour, not the child. “Is working on starting tasks independently,” not “is lazy.” Behaviours can change. Labels stick.
- Use growth language. “Is learning to…”, “is working on…”, “is building…” all signal that the skill is in progress.
- Pair every concern with a plan. What’s being tried at school? What can help at home?
- Lead with a real strength. Not a generic one (“is a pleasure to have in class”), but something specific to this student.
- Pass the student test. Would you be comfortable if the student read this comment? In many homes, they will.
13 phrases to swap
| Instead of | Try |
|---|---|
| Can’t read yet. | Is developing reading strategies, such as sounding out words and using picture clues. |
| Is lazy / doesn’t try. | Is working on starting tasks independently. Breaking work into small steps is helping. |
| Talks too much. | Is social and enjoys sharing ideas, and is working on choosing the right moments to share. |
| Struggles with math. | Is building confidence with [skill]. With support, can [what they can do]. |
| Is always off task. | Is working on staying focused during independent work. A quiet workspace and checklists help. |
| Has a bad attitude. | Is learning to manage frustration when tasks feel challenging. |
| Work is messy. | Is working on presenting work neatly so readers can follow their ideas. |
| Doesn’t listen. | Is working on following multi-step instructions. Repeating them back is a helpful strategy. |
| Is behind. | Is working toward the grade-level learning standards in [area] and is currently Emerging. |
| Never finishes anything. | Is working on completing tasks within the time given. |
| Is bossy. | Shows leadership and is learning to invite others’ ideas. |
| Is too shy. | Is a thoughtful observer who shares ideas in small groups and is building confidence to share with the class. |
| Poor speller. | Is developing spelling strategies, such as stretching out sounds and using the word wall. |
Handling sensitive situations
Behaviour
Focus on the skill being built (self-regulation, cooperation, managing frustration) and the strategy that’s helping. Specific incidents belong in a conversation, not a report card.
Students with IEPs or adapted programs
Describe progress toward the student’s own goals, and be clear about what the proficiency level refers to. Celebrate growth from where they started.
English language learners
Separate language from learning. A student may understand a science concept deeply while still building the English to explain it. Say so: “demonstrates understanding through diagrams and models, and is building vocabulary to explain ideas in writing.”
Anything that would surprise a family
The report card should never be the first time a family hears about a serious concern. If it’s big, call first.
Put it together
A strength, a next step framed as growth, and a way to support. That’s the whole formula, explained step by step in how to write report card comments. For ready-made, strengths-based sentences in every subject, use the free BC comment bank.