Help your child get back on track before final exams
The report card is here, the grades are disappointing, and that little voice in your head is starting to sound the alarm: Will my child pass the year? Have we let things slide too far?
Yes, a disappointing second-term report card in Quebec can hurt, shaking your child’s confidence along with your own. However, it is important not to lose sight of one essential fact: in Quebec high schools, the second-term report card only counts for 20% of the final grade. At the same time, the third term represents 60% of the school year.
In other words, most of the year is still in play! From an educational point of view, three to four months is enough time to implement a real catch-up plan before the ministry exams in June. Here’s how you can take concrete action, starting this week!
Why a poor second-term report card is not a foregone conclusion
From the outset, it’s important to know that, in Quebec, high school terms are weighted in such a way that 60% of the final grade is still undecided by the third term.
| Term | Weight in final grade |
|---|---|
| 1st report card | 20% |
| 2nd report card | 20% |
| 3rd report card | 60% |
If you have just received your second-term report card, you still have 3 to 4 months left before the end-of-year exams, enough time to strengthen your foundations, correct any specific gaps, improve your work methods and prepare strategically for the ministry exams in June.
What’s more, research on academic success shows that when a student receives structured support after a difficult report card, they have a significantly higher chance of improving their grade point average before the end of the year.
Understand the reasons before taking action: the 4 main causes
Logic would dictate that we must identify the root of the problem before implementing a remedial education plan. So, what are the causes of a second-term report card that falls short of expectations?
Cause 1: accumulated academic gaps
Frequently, children accumulate gaps in their basic knowledge, particularly in mathematics and French. One of the signs may be that they understand in class but get stuck when they are alone at home. They may also pass the guided exercises but fail the assessments.
In these cases, it is likely that the issues are not new and have been building up quietly.
Cause 2: poor work habits
Some students spend a lot of time “studying,” without making any progress. Here again, there are several telltale signs:
- They reread their notes without testing themselves.
- They do their homework without a clear plan.
- They study for a long time, but their results stagnate.
At this level, the problem is not lack of effort but rather lack of strategy.
Cause 3: Discouragement or performance anxiety
Sometimes grades are a symptom. Here are some telltale signs:
- “What’s the use?”;
- Homework avoidance;
- Intense stress before assessments.
A poor report card hurts, especially when the child begins to associate school with failure. As a result, some youngsters protect themselves by dropping out emotionally, while others develop performance anxiety that blocks their abilities during assessments. When a child says, “I’m not good in that subject anyway,” they are often expressing a lack of confidence rather than a lack of intelligence. In these cases, the intervention needs to be as much psychological as academic.
Cause 4: an undiagnosed learning disability
Sometimes difficulties persist despite the efforts made. These cases often involve an undiagnosed learning disability. ADHD, dyslexia, working memory disorders... these realities require specific support.
Other telltale signs: the difficulties are constant, and conventional interventions have no effect. In these situations, it’s important to consult a remedial teacher, a school professional, or the resources of the CSSDM or your school service centre.
The catch-up plan in 5 concrete steps
A poor report card calls for a reaction, and this is perfectly normal, even commendable. However, the key is not to react quickly, but correctly. How? Here is a pre-exam catch-up plan that can be started this week, structured to maximize the three to four months left before the end of the year.
Step 1: Talk to your child
It all starts with your attitude towards a poor report card. Admittedly, a poor report is not good news, but it’s no reason to add to the student’s distress, especially in adolescence. Indeed, they may feel disappointment, anxiety or shame in this situation. A knee-jerk reaction—“Why did you get that grade?”—can lead to a defensive relationship.
Use open-ended questions instead:
- “How do you feel about your report card?”
- “What did you find most difficult about this term?”
The aim is to understand the child’s point of view and recreate an alliance, bearing in mind that a catch-up plan only works if the child buys into it.
Teaching tip
When students are involved in identifying solutions, their level of engagement increases significantly. Perceived autonomy reinforces intrinsic motivation, a key factor in high school success.
Step 2: Identify priority subjects
Not all subjects need to be treated with the same urgency, because in Quebec, some disciplines include a ministry exam at the end of the year. As a result, these subjects play a larger role in the final grade. This does not mean that other subjects should be neglected, but that effective remedial work must first secure high-impact disciplines.
| Subject | Ministry exam? | Priority |
|---|---|---|
| French (writing) | Yes | High |
| Mathematics | Yes | High |
| Science | Yes | High |
| History | Yes | Average |
| Other subjects | No | Variable |
It is also useful to distinguish between:
- Subjects where a “quick recovery” is possible (specific gaps in a chapter); and
- Subjects requiring in-depth work (accumulated weaknesses in foundations);
Making this distinction helps avoid dispersion of effort.
Step 3: Set up a structured weekly routine
It can be very tempting to impose long study sessions. And yet, efficiency depends more on consistency than intensity. A productive session should not exceed 45 minutes of real concentration. Beyond that, attention wanes. An efficient structure might look something like this:
- 10 minutes of targeted review;
- 20 minutes of practical exercises;
- 10 to 15 minutes of unassisted mini-testing.
The mini-test is essential, as it reveals areas that are still weak. What’s more, without self-assessment, students often overestimate their mastery.
Good to know
Weekly consistency creates a cumulative effect. Three well-structured 40-minute sessions are often more effective than one improvised three-hour block.
Step 4: Take advantage of the free resources available in Quebec
Before adding extra pressure, make use of the tools already available. Alloprof offers interactive exercises, explanatory capsules and an online help service. Recovery periods at school are often underused. School libraries sometimes offer workshops or supervised support.
These resources must be integrated into the plan, but in a targeted way: the aim is not to accumulate content, but to fill a specific gap.
Step 5: Call in a certified tutor when things get tough
When efforts at home are not enough, individualized coaching can significantly accelerate progress. A tutor specializing in remedial work can intervene in three areas:
- Identifying gaps (not just reviewing the material);
- Reviewing the fundamentals necessary for understanding;
- Setting up a study method adapted to ministry exams.
Tutors certified in Quebec accompany struggling high school students every year with plans aligned with actual third-term weighting. An outside eye often brings what the parent, for all their good intentions, cannot offer: neutrality, disciplinary expertise and a certain methodical structure.
How long does it take to see results?
Is it too late to turn things around? That’s the question almost every parent asks after a difficult report card. It’s worth remembering that the answer depends, above all, on two factors: the accuracy of the diagnosis and the consistency of the plan put in place.
With two sessions a week of targeted tutoring, the first changes usually appear within three to four weeks. This progress doesn’t always translate into an immediate and spectacular rise in grades, but it can be seen in better understanding of instructions, more efficient completion of homework and reduced stress before assessments.
When gaps are identified early and tackled methodically, a recovery of 10 to 20 points before June is realistic in many situations, particularly in areas that are subject to ministry exams. It’s important to understand that the quickest gains come from adjusting habits rather than simply adding hours of study. In other words, studying better is often worth more than studying longer.
Structured tutoring before June exams, starting now, can turn the remaining months into a period of real progression.
What if the difficulties go deeper?
In some cases, despite a structured plan and ongoing efforts, progress remains limited. This does not mean that the child lacks willpower, but that the difficulties may go deeper and require a different approach.
When the same obstacles recur, results stagnate, or the student seems to be putting in a lot of effort with no lasting improvement, it’s time to broaden our thinking. At this level, a meeting with the school can provide a more complete picture (teachers’ observations, comparisons with the group, history of difficulties, etc.).
It may also be useful to look into setting up an intervention plan or professional assessment. A remedial teacher can analyze learning strategies, working memory or reading and writing mechanisms. In some cases, a more in-depth assessment (attention, executive functions, specific learning disabilities) helps tailor the support to the student. The aim is not to label the child, but to understand precisely how they learn.
At Tutorax, we also work with students with special needs, in collaboration with families, schools and professionals, to ensure continuity between educational interventions and the necessary adaptations.
A bad second-term report card is not a sentence—it’s a signal
A signal that it’s time to adjust course, not give up. There are still three months and 60% of the school year to go, a real window of opportunity to strengthen the fundamentals, correct gaps and methodically prepare for ministry exams.
Tutors certified in Quebec can intervene as early as this week to set up a personalized and structured catch-up plan before June.
se the RESP as a source of motivation
Did you know that saving for your child’s post-secondary education is a good way to encourage their academic progress? An RESP sends a signal that you believe in your child and, above all, that money will not stand in the way of their ambitions.
Learn more about education savings with our free, practical guide to help you make informed financial decisions.
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Frequently asked questions (FAQ)
No, and that’s probably the most important thing to remember. In Quebec high schools, the third term accounts for 60% of the final grade. This means that your child still has most of the year ahead of them. With a structured plan and targeted actions now, it is entirely possible to reverse the trend before June.
Each situation is unique, but on average, a noticeable improvement can be seen after 6 to 8 sessions focused on the priority gaps. The first positive signs often appear earlier: better understanding, smoother homework, renewed confidence. When the method and foundations are strengthened, the grades generally follow.
It’s a good idea to start with subjects that have a ministry exam, such as French (writing), mathematics and science. These disciplines have a direct impact on the final grade. Then we can adjust to the student’s specific situation.
Resistance is common, especially in adolescence, which is why it’s important to avoid direct confrontation. Instead, offer a trial session, presenting the tutoring as a temporary support to better understand the subject, and not as a punishment. An individualized, benevolent and neutral approach often wins over even the most reluctant young person.
