As others have said, we don't really know what's happening, but I'll interject an anecdote from my personal experience. When I was just slightly younger than your DD, I took an 11th-grade US history course and really struggled with the aspects of it that were most vulnerable to asynchrony: organization and executive function necessary to complete a number of long-term writing projects, and the higher-level analytical skills that would have made that writing more cohesive and meaningful. I ended up dropping the class near the end of the school year, and re-taking it two years later, at which point I breezed through it. My parents' approach to the perseverance aspect of this was to work with me on completing the last major writing project (10-pg research report) into the summer, with the prior approval of the instructor, and submit it to him for instructional feedback. I was fortunate to have a remarkable history teacher who was willing to accommodate this solution.
ETA: Oh, and my point was...it was a relief to drop the class, even that late into the year, and even though I hated any implication that I had "failed" at something. What made the difference was my parents' openness about the reasons for doing so, which were clearly focused on factors that were not within my control, such as how they had had to adjust their own assessment of the match between my holistic preparedness and this course, not because of any inadequacy on my part, but because of aspects of adult decision-making. Completing the major writing assignment, even for no credit, helped to bring closure to the course for me, and took the edge off of not finishing. My parents also did not pull me from the actual day-to-day class, so it was not obvious to my classmates. They just made a private arrangement with the school and teacher that I would not be graded or receive credit for the course, and we would try again later, when the match was better.
Last edited by aeh; 11/13/14 04:16 PM. Reason: my point
