What I truly want to express is how proud I am of my son, regardless of his low GPA. He’s on track to receive the same diploma as the valedictorian, and his personal growth in a school environment that often favors high achievers fills my heart with joy.
Our journey began when my partner and I attended our son’s kindergarten parent-teacher conference. To our surprise, the principal was also on the list to attend at this small private kindergarten. Our son, a spirited and imaginative child, had already taken to the guitar at age two and could sing along to songs from musicals like West Side Story and Chitty Chitty Bang Bang. He was articulate and loved communicating, so we anticipated good news.
Instead, we were taken aback when the principal and teacher suggested that our son might need testing for an auditory processing issue. Initially, we exchanged puzzled looks, thinking they must have confused us with someone else’s parents. But no, they were referring to our son.
We absorbed the information, reassured by the fact that he was a healthy child. Learning difficulties could be managed, and we knew there were other facets of life that mattered more. This perspective has guided us for the last 13 years.
They recommended simple exercises to observe his behavior, like asking him to perform multi-step tasks. We had never done this before, and we quickly realized he struggled with processing instructions. Over the years, we attended similar conferences where this issue was brought up repeatedly. After extensive evaluations, the consensus emerged: he had ADD. By middle school, he was on an Individualized Education Plan (IEP), signaling the start of a challenging academic journey.
While he loved stories and enjoyed being read to, independent reading was a struggle. He needed repeated cues in class to follow instructions—this became clear during our discussions. When he received a letter from the special education department, it was a wake-up call for him. I reassured him that he was intelligent and capable, just learning in a different way.
I became a staunch advocate for him, prioritizing his self-esteem. I wasn’t an academic star either, yet I turned out fine. We emphasized the bigger picture: grades aren’t everything, and they don’t determine success. Our goal was for him to be a kind person, pursuing a life filled with meaning and passion.
As we approached high school, we alleviated the academic pressure many kids face. We wanted him to focus on kindness, compassion, and nurturing his musical talent. We encouraged him to always do his best. He embraced this message and adjusted accordingly.
During one IEP meeting, his English teacher suggested he switch to a remedial class. I felt uneasy about this since English was one of his interests. After discussing it as a family, we decided he should remain in the mainstream class. The discussions excited him, and I realized the teacher needed to adapt more than my son did.
At the end-of-year meeting, the same teacher expressed pride in my son’s growth and acknowledged that we made the right choice. He praised my son as one of the best students, which filled him with pride. This experience taught him that he defines his abilities—not anyone else. He learned to transform negatives into positives, a lesson that proved invaluable throughout high school.
When teachers set low expectations for him due to his learning challenges, he consistently strived to do his best. He accepted that he would never be a straight-A student, and that was perfectly fine. He continued to evolve into the upbeat, sociable person he has always been. He volunteered weekly at a local organization and excelled in music, even becoming the youngest student in a prestigious DJ class in Los Angeles. By junior year, he started his own DJ business, playing at various events. He found fulfillment outside of academics.
We concentrated on his skills, passions, and positive contributions to the community. When it came time for SAT testing, the results were disappointing—but we didn’t mind. He had struggled with math and science in school, so how could he excel on the tests? As he began to apply to colleges, we felt fortunate that he knew his passion. We discovered several arts-focused institutions that valued creativity over GPAs.
I hold no resentment towards academically successful students; I commend their hard work. I just hope they are chasing their own dreams, not those of their parents.
As my son received his cap and gown recently in preparation for graduation, tears of joy filled my eyes. He achieved this milestone, earning the same diploma as everyone else. He is now ready to enter a world where his talents will shine. He understands the broader perspective of life, how to navigate obstacles, and how to embrace his true self.
Now, we shift our focus away from disabilities to his abilities. In my book, my son has a perfect 4.0.
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In summary, my son’s journey through education has taught us that success is not solely measured by grades. His unique strengths and character define who he is, and as he graduates, I couldn’t be prouder.