When you're considering a psychoeducational (psych-ed) assessment for your child, teen, or even yourself, you might wonder why we ask to speak with a teacher. Or what to do if you don’t have one.
Here’s the thing: A psych-ed assessment isn’t just about what happens in a quiet room with a psychologist. It’s about understanding how someone learns, thinks, and navigates challenges in real-life settings – alongside whether their mental health is impacting their academics. It is about translating findings to assist you in the classroom or group situations as well as personally.
That’s why we value an outside perspective from someone who sees your child (or you) in action, outside of the family. You are part of an ecosystem, a big, interconnected web where you interact and work together with others. Assisting you in further understanding yourself and how you present yourself in other environments has maximal impact for you, as no one is island.
Why an Outside Perspective Matters
As a parent, you know your child better than anyone—but it can be helpful to hear from someone who sees them in a different light. Teachers, coaches, and tutors observe how your child functions in a group setting, which gives us insight into:
- Focus and attention: Are they able to stay on task when others are around?
- Work habits: Do they manage time well? Stay organized?
- Problem-solving: How do they approach challenges in real-time?
- Social dynamics: How do they interact with peers? Handle teamwork or conflict?
- Emotional regulation: How do they respond to stress, frustration, or praise?
This outside perspective helps us get a fuller, more balanced understanding.
No Teacher? No Problem
Sometimes there’s no current teacher. That’s okay.
We can also speak with:
- A tutor
- A coach
- A mentor
- A camp counselor or group leader
- A workplace supervisor (for older teens and adults)
- With a release, a regulated health professional whom you may be involved with.
The key is finding someone outside your family who regularly sees you or your child in a structured or group setting.
Nervous about Talking to a Teacher?
It’s normal to feel unsure about involving your child’s teacher. You might wonder:
- Will this affect how the teacher treats my child?
- Do I need to share everything about the assessment?
- What if the teacher doesn’t see the same things I do?
Here’s what we recommend:
- Keep it simple: Let the teacher know you’re exploring how best to support your child’s learning and would appreciate their perspective.
- Focus on collaboration: Most teachers want to help their students thrive and are happy to share what they’ve observed.
- You’re in control: You decide what to share and when. The goal is to gather helpful insights—teacher input is one piece of the puzzle.
Example conversation starter:
“We’re working with a clinic to better understand how [child’s name] learns best, and they’ve asked to speak with you about what you’ve seen in class. Would you be open to that?”
Final Thoughts
A psych-ed assessment is most valuable when it reflects the whole child —not just test results, but real-world experiences. Talking to a teacher, coach, or tutor helps us understand what’s really going on, and how we can offer meaningful, practical support.
At Springboard Clinic, we offer in-person psychoeducational assessments in both Toronto and Oakville. We take your privacy seriously and do not share information you report to us without a release of information, this would include speaking with teachers.
If you’re unsure who the best person might be, or how to approach the conversation, we’re always here to help. Book a free call with our team to learn about our assessment process and get guidance on the next steps.
About Dr. Paula Conforti
Dr. Paula Conforti, DCS., C. Psych. Assoc., RP, PhD, obtained her Doctorate from the Temerty Faculty of Medicine, where she researched suicidality, mental health literacy and early intervention/prevention. Her training has occurred exclusively at the University of Toronto. She is passionate about developing interventions that assist youth in mastering therapeutic principles through literary means to improve wellness and learning. Paula has spent the last 22 years conducting assessments and providing intervention services to children and youth with various concerns. She is registered with the College of Psychologists of Ontario as a Psychological Associate and cross registered with the College of Registered Psychotherapists of Ontario. While Paula’s approach is client-centred, modalities include Cognitive Behavioural Therapy (CBT) as well as utilization of the principals of Acceptance and Commitment Therapy (ACT), Mindfulness, Positive Psychotherapy and ADHD coaching. She sees children and teens up to the age of 18. Paula is the Director of Clinical Services at Springboard in Oakville and practices exclusively at this location. In her role, she oversees, through supervision and/or consultation, all services offered to children and youth by the Clinic.
