In recent weeks, many families have shared a common worry: “Is my child truly ready for what comes next?” It’s an understandable question. Whenever children take a step forward—into a new grade, a new division, or a new school—uncertainty bubbles up. You want your child to thrive, to feel confident, and to arrive well-prepared.
The good news is that decades of research give us a much richer, more reassuring definition of readiness than the one we often imagine. Readiness is not a finish line. It’s not a particular test result or a narrowly defined set of skills. The National Association for the Education of Young Children reminds us that readiness is, first and foremost, a state of mind—a blend of curiosity, confidence, and foundational skills, supported by relationships and community (NAEYC).
Developmental researchers Clancy Blair and C. Cybele Raver go even further: the strongest predictors of long-term academic success aren’t necessarily early reading or math scores—they’re self-regulation, attention, persistence, and the ability to bounce back (Blair & Raver). In other words: readiness grows. It is built through strong relationships, good teaching, and supportive communities—just like ours.
If you are finding yourself wondering what readiness looks like, here’s a short guide to help you unpack this.
Kindergarten–Grade 2: Wonder and Foundation
Readiness in early childhood is about developing the core skills—academic, social, and emotional—that shape future learning. A large 2024 review of school readiness research found that growth at this age is uneven and highly individual, which is not only normal but healthy (Garon-Carrier et al.).
Typical signs of readiness include:
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Emerging reading and early number sense
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Ability to follow routines and participate in group activities
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Curiosity, imagination, and willingness to explore
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Growing stamina for work and play
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Starting to solve simple problems independently
Children at this age need time, encouragement, and opportunities—not perfection.
Grades 3–4: Expanding Skills and Confidence
During these years, children begin applying skills more independently and start forming their sense of themselves as learners.
Readiness often looks like:
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Increased reading fluency and deeper comprehension
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Comfort with multi-step math problems
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More independence with classwork and homework
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Ability to articulate their thinking
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Improving resilience when tasks feel challenging
Pacing begins to vary widely in these grades, and that variation is expected. The important question is: Is my child progressing?
Grades 5–6: Structure, Perspective, and Initiative
As students enter early adolescence, expectations broaden. Academic skills continue to grow, and executive functioning becomes increasingly important.
Middle-school transition research shows that planning, organization, and self-advocacy often lag behind academic ability—and that’s developmentally normal (Bachman Brief).
Typical signs of readiness include:
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Stronger comprehension across genres
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More organized and coherent writing
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Facility with fractions, decimals, and early algebra
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Managing materials and deadlines with support
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Effective collaboration with peers
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Willingness to ask questions and seek help
Grades 7–8: Mastery, Independence, and Self-Direction
As students prepare to transition to a new school, readiness reflects both mastery and mindset. Secondary school transition research shows that students who demonstrate curiosity, initiative, and self-awareness adapt most successfully—not necessarily those with perfect grades (Donaldson et al.).
Readiness at this stage often looks like:
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Comprehension of increasingly complex texts
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Clear, organized writing across subjects
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Comfort with pre-algebra and algebra
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Ability to manage multi-week projects
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Growing self-reflection and goal-setting
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Initiative in communicating with teachers and peers
No eighth grader is a finished product. Receiving schools expect students to arrive with strengths and areas for growth.
Key Take Aways for Families
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Children develop on individual timelines. Growth is non-linear, especially in early childhood and early adolescence. Is it possible that you may be placing unrealistic expectations on your child?
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Readiness is built, not born. It emerges through practice, feedback, and supportive adults (NAM).
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Confidence matters as much as content. Self-belief and resilience are powerful predictors of success.
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Transitions are emotional—for children and adults. Feeling uncertainty does not mean your child isn’t ready; it means you care.
We’ve Got You
As your family prepares for the next school, we are here to help you understand expectations, interpret your child’s growth, and navigate the process with clarity and confidence. Receiving schools learn not only what your child can do, but who they are—their strengths, values, and potential. Our report cards address both of these.
Your children are becoming capable, confident learners every day. They need opportunities to grow—and they have those at St. E’s.
Best foot forward,
Adriana Murphy
Head of School
Further Reading
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School Readiness Is More Than Academics NAEYC — Readiness: Not a State of Knowledge, but a State of Mind
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School Readiness and Self-Regulation: Blair & Raver — School Readiness and Self-Regulation
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What Readiness Looks Like in Early Childhood: Garon-Carrier et al. — Systematic Review (2024)
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Understanding the Middle School Transition OSU — Middle School Transition Research Brief
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Transitions Into Secondary School: Donaldson et al. — School Transition Interventions (2023)
