Wading Through the Waters

Psychoeducational assessments can be a key turning point in understanding how an individual thinks, learns, and functions. But when is the right time to get one? The answer isn’t one-size-fits-all. Let’s explore when a psychoeducational assessment might be appropriate—and why age sometimes matters.

Age Isn’t Just a Number—It’s About Readiness

The ideal age to consider a psychoeducational assessment depends largely on the referral question—in other words, what concerns or goals are prompting the need for assessment. While children as young as 4 or 5 can be assessed, certain referral questions—especially those related to learning disabilities—may require that a child has had some experience with formal education.

At the other end of the spectrum, adolescents, university students, and adults may also benefit from an assessment. For example, an adult returning to school or navigating workplace challenges may discover that long-standing learning or attention difficulties could be explained and supported with the help of formal evaluation.

Why You Might Hear “Wait Until They’re 8”

You may have heard that a child needs to be at least 8 years old for a psychoeducational assessment. While that’s not strictly true, there are good reasons why some assessments—particularly those aimed at diagnosing a Specific Learning Disorder (SLD)—are often delayed until this age.

Here’s why:

• Experience with Formal Learning: Diagnosing a learning disorder requires that a child has had adequate exposure to reading, writing, and math instruction. This is crucial for determining whether challenges stem from a true learning disability or simply lack of exposure.
  
  

• Opportunities for Early Support: Between ages 5–8, schools can implement universal and individualized interventions, giving children time to grow with support and allowing educators and families to monitor progress before initiating formal assessment.
  
  

• Brain Development: Research shows significant brain growth and maturation during the first 8–11 years of life. By age 8, children generally have the verbal and motor skills needed to participate in cognitive testing that yields more reliable, future-facing results (Eichelberger et al., 2023).
  
  

What About Early Intervention?

Just because you’re waiting on an assessment doesn’t mean nothing can be done. In fact, early intervention is essential.

Schools can implement strategies and supports at the universal level (such as school-wide programs) or at the individual level (such as small group or one-on-one instruction). Parents are encouraged to collaborate closely with teachers to ensure strategies used at school are reinforced at home, promoting consistency and maximizing a child’s success.

Adults Benefit Too

It’s never too late to understand yourself better. Adults—especially those navigating academic or workplace challenges—may seek assessments for concerns like attention, memory, or reading comprehension. Many adults reflect back and realize they struggled throughout school but were never assessed. A diagnosis later in life can bring clarity, access to accommodations, and renewed confidence.

References

• Dr. Laila (Host). (2021–present). Psychoeducational Assessments with Dr. Angela Digout Erhardt [Audio podcast]. THE COPING TOOLBOX. Listen here

• Eichelberger, D., Sticca, F., Kübler, D., Kakebeeke, T., Caflisch, J., Jenni, O., & Wehrle, F. (2023). Stability of Mental and Physical Growth from 6 Months to 65 Years: Findings from Zurich Longitudinal Studies. Intelligence, 97 (March–April 2023). Read the study