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Report comments for struggling students: honest, kind wording for D and E grades

How to write report comments for students below or well below the standard: honest, kind wording, real examples for D and E grades, and phrases to avoid.

✓ By the TeacherPay AU Editorial Team · fact-checked against official sources Updated 20 October 2026 9 min read
On this page (8 sections)
  1. Why these comments matter most
  2. The four-part structure for below-standard comments
  3. Comment bank: working towards the standard (D)
  4. Comment bank: well below the standard (E)
  5. Phrases that help and phrases that hurt
  6. Effort, behaviour and engagement concerns
  7. Before the report goes home
  8. FAQs

The short answer

For a student below the standard, state honestly where they are against the year-level expectation, name one thing they can now do, describe the support in place, and give one small, specific next step. Use 'is working towards', 'with support' and 'is developing', not 'cannot', 'fails to' or 'weak'. And make sure the parent has heard it before the report arrives.

  • Honest: the comment must match the D or E grade
  • Kind: describe the learning, never the child's character
  • Useful: one achievable next step and the support in place
  • No surprises: raise concerns before reports go home

Why these comments matter most

A D or E grade is the comment a parent will read three times. Done badly, it reads as a verdict on their child; done well, it reads as a plan. Reports must give parents an accurate picture: Commonwealth rules require a grade on an A–E or equivalent five-point scale for Years 1 to 10, and the grade has to reflect the student's achievement against the standard. A softened comment that hides a real gap does the student no favours, because the support they need may come later than it should.

In the NSW Common Grade Scale, a D means basic knowledge and understanding of the content with a limited level of competence in the skills, and an E means elementary knowledge in few areas with very limited competence. In Queensland and most Australian Curriculum states, C is the achievement standard, so D is working towards it and E is well below. Your comment should say the same thing in plain words.

Write this student's comment in seconds Add your notes, pick the year level and grade, and get three polished comments to choose from. Your first set is free.

The four-part structure for below-standard comments

Build every D or E comment like this

  1. 1

    Honest statement of level

    '[Name] is working towards the expected standard in Mathematics' or '[Name] is developing the reading skills expected at this year level'. Clear, but not harsh.

  2. 2

    A real success

    Something specific they can now do, however small: 'can now add two-digit numbers using materials'. It must be true; parents and students can tell.

  3. 3

    The support in place

    What the school is doing: small-group reading, adjusted tasks, a learning support program, a scaffold. This reassures parents the gap is being addressed.

  4. 4

    One achievable next step

    Small and concrete: 'to recall the 2, 5 and 10 times tables', not 'to improve in maths'. If home support helps, say how in one line.

Same student, two ways

Harsh or vague

  • [Name] struggles with reading and is well behind the class. He needs to try harder and read more at home.

Honest and kind

  • [Name] is developing the reading skills expected in Year 3 and is currently reading texts typically expected earlier in the year. He now uses letter sounds to work out unfamiliar words, which is real progress. [Name] reads with a support teacher three times a week, and his next step is to read aloud to an adult for 10 minutes each night.

Comment bank: working towards the standard (D)

These are original comments for students one level below the expected standard. Replace [Name] and the bracketed text with specifics.

D-level comments by learning area
AreaComment
English[Name] is working towards the expected standard in English. They read familiar texts with growing accuracy and can retell the main events of a story. With a planning scaffold, [Name] writes a short recount in order. Their next step is to use full stops and capital letters consistently, and they will continue to receive small-group writing support.
English (secondary)[Name] is working towards the expected standard. They understand the plot and main characters of [text] and can write a paragraph using the scaffold provided. [Name]'s next step is to submit drafts on time so they can use feedback before the final task.
Mathematics[Name] is working towards the expected standard in Mathematics. They can add and subtract two-digit numbers using materials and are beginning to understand multiplication as equal groups. [Name] persists well with challenging tasks. Their next step is to practise skip counting by 2s, 5s and 10s.
Mathematics (secondary)[Name] is working towards the expected standard. They can complete routine questions in [topic] with guidance and have improved in [skill]. [Name]'s next step is to ask for help as soon as they are unsure and to complete homework regularly.
Science[Name] is working towards the expected standard in Science. They participate keenly in practical work and can describe what they observed with support. Their next step is to record results in a simple table.
HASS[Name] is working towards the expected standard in HASS. With support, they can find information in a source and describe [key idea]. Their next step is to put research into their own words using a graphic organiser.

Comment bank: well below the standard (E)

E comments need the most care. They should be short, factual and forward-looking, and they should almost always invite a conversation.

E-level comments
SituationComment
Early reading[Name] is at an early stage of learning to read and is receiving targeted support with phonics. They can now recognise [number] letter sounds and read some common words. [Name]'s next step is to learn [number] more sounds by the end of next term. I'd welcome a chance to share some simple games you can use at home.
Mathematics[Name] is developing early number skills and works on adjusted tasks with support. They can count, read and write numbers to [number]. Their next step is to understand tens and ones using materials, and we will continue to build this in small-group lessons.
Adjusted program[Name] is working on a personalised learning program this semester. They have achieved [specific goal], which is a great step. Their next goal is [specific goal], and we will review progress together at our next meeting.
Low engagement (secondary)[Name] has completed limited work this semester, so it has been difficult to show what they know. When engaged in class discussion, they showed understanding of [idea]. [Name]'s next step is to complete and submit the next assessment task, and I'd like to arrange a time to talk about how we can support this.
Attendance impact[Name] has missed a number of lessons this semester, which has affected their progress. In the lessons attended, they showed they can [specific skill]. Their next step is to catch up on [key topic] using the resources provided, and regular attendance will make a real difference.
New to English (EAL/D)[Name] is learning English as an additional language and has made strong progress in their spoken English this semester. They are working towards the year-level standard in reading and writing and can now [specific skill]. Their next step is to build vocabulary for [topic].

Free calculator

Get the wording right, faster

Choose D or E, add what the student can do and their next step, and the AI Report Comment Writer drafts several honest, kind versions using [Name]. It never invents progress the student hasn't made.

Try a free set

Phrases that help and phrases that hurt

Rewrite these phrases
AvoidUse instead
cannot readis developing early reading skills
fails to complete workis working on completing tasks within the time given
is weak at mathsis building confidence with [skill]
is lazy / doesn't tryis most successful when tasks are broken into smaller steps
is disruptiveis learning to manage their behaviour so they and others can focus
is behind the classis working towards the expected standard for this year level
has no ideais at an early stage of understanding [concept]
never listensis developing the habit of listening to instructions before starting
must try hardertheir next step is to [specific action]

Effort, behaviour and engagement concerns

When the real issue is effort or behaviour rather than ability, say so, gently and specifically. Describe the behaviour and its effect on learning, not the child's character. Parents can act on 'is often off task during independent work, which means writing tasks are not completed' far more easily than 'needs to apply themselves'.

  • [Name] is capable of more than their results currently show. Their next step is to complete all parts of each task and ask for help when stuck.
  • [Name] is learning to stay focused during independent work. When they settle quickly, the quality of their work improves noticeably.
  • [Name] has found it challenging to follow class routines at times this semester. We have been working together on [strategy], and I have seen improvement in recent weeks.
  • [Name] is encouraged to bring the right materials to each lesson so they can start learning straight away.
  • [Name] has the ability to achieve a higher standard. Submitting all assessment tasks by the due date is the most important next step.

For wellbeing and behaviour comments for the general section, see general comments for primary school.

Before the report goes home

No-surprises checklist

  • Have I spoken to the parent about this concern earlier in the term?
  • Does the comment match the grade?
  • Is there at least one true, specific success?
  • Is the support in place described?
  • Is the next step small enough to be achievable by next report?
  • Have I left out diagnoses, family matters and anything confidential?
  • Would I be comfortable reading this comment aloud to the student and parent together?
  • Has a colleague or leader read it if it's an especially sensitive one?

Many schools require a leader to check D and E comments, or to have parent contact recorded before the report is issued. Check your school's process. And if one student's reports keep you up at night, remember the structure in our pillar guide applies to every grade: achievement, evidence, next step.

Frequently asked questions

How do you write a report comment for a struggling student?
State honestly where they are against the expected standard, name one specific thing they can do, describe the support in place and give one small, achievable next step. Describe the learning, never the child's character.
What does a D grade mean on a school report?
A D usually means the student is working towards the expected standard, with a basic knowledge and understanding of the content. It signals that extra support or practice is needed.
What does an E grade mean?
An E usually means the student is well below the expected standard, with elementary knowledge in a few areas of the content. It should always come with a clear plan and, ideally, a conversation with the parent.
Should I mention a learning disability in a report comment?
Generally no. Describe the support and adjustments in general terms and discuss diagnoses or disability privately with the family. Follow your school's policy on what may appear in reports.
How do I say a student is behind without upsetting parents?
Use plain, neutral language like 'is working towards the expected standard for Year 4', pair it with a real success and a plan, and make sure you have already discussed it with the parent before the report goes home.
Can I write a positive comment beside a low grade?
Yes, if the positive part is about effort, a strategy or a specific improvement, and the comment is still honest about the overall level. A glowing comment that doesn't mention the gap will confuse parents.
What if a student did very little work?
Say so factually: limited work was submitted, so it was hard to assess what they know. Mention anything they did show, give a clear next step such as submitting the next task, and invite a conversation.

Sources we checked · last verified 2026-10-20

  1. 1.NSW Curriculum: Reporting and using grades (A–E Common Grade Scale)
  2. 2.QCAA: Australian Curriculum reporting advice and guidelines
  3. 3.Victorian Department of Education: Reporting student achievement and progress policy
  4. 4.Department for Education SA: Written reports, information for parents

About this page

Written and fact-checked by the TeacherPay AU Editorial Team against the enterprise agreements, awards and official pages listed in the sources. It is general information, not personal financial, tax or legal advice. Spotted something out of date? Tell us and we'll fix it, usually within a day. See our editorial policy and how we calculate.

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