When "Average" Isn't Enough: Understanding Inconsistent Performance in Bright Students

As parents and educators, we often breathe a sigh of relief when test scores come back in the average range. It feels like a green light—everything must be fine. But what happens when a child’s real-world performance tells a different story?

Many students with learning differences like dyslexia, ADHD, or executive functioning challenges fly under the radar because their standardized test scores look “good enough.” They may score in the average range on reading fluency or comprehension tests, yet still:

• Mix up sight words while reading aloud

• Struggle to spell simple words in writing

• Avoid reading or writing tasks altogether

• Show wide swings in schoolwork quality from day to day

These inconsistencies often leave parents and teachers confused. If the scores aren’t “low enough,” the child may not qualify for support—even though the signs of struggle are obvious.

The truth is, average scores don’t always tell the full story. Many bright students with dyslexia or ADHD can compensate just enough to avoid triggering eligibility criteria on paper, while still working twice as hard to keep up. And the emotional toll—frustration, anxiety, perfectionism—can be just as heavy.

That’s why it’s important to look beyond the numbers. Ask questions like:

• Does this student avoid reading or writing?

• Do they forget what they just read?

• Is their work inconsistent or far below their verbal ability?

• Do they get overwhelmed by multi-step tasks?

If the answer is yes, it may be time to dig deeper—even if the test scores say “average.”

Every child deserves support that matches their needs, not just their numbers.

Cristina Newell, M.Ed., NCED