How to Write a Teacher Referral for an Educational Psychology Assessment

An opinion about a pupil to a psychological and pedagogical counselling centre is an official diagnostic and informational document prepared by the school (most often by an educator in cooperation with school specialists) for the purposes of the diagnostic process carried out in a public or non-public counselling centre.

Purpose of the document and legal framework

The main objective of the opinion is to present an objective picture of the child’s functioning in the school environment – where he spends a significant part of the day and where he fulfils the obligation to learn. The clinic, with limited time for direct examination, needs “frontline” data to understand how deficits or talents manifest themselves in educational practice.

In accordance with the current regulations for 2026, including the amended Regulation of the Ministry of Education on the rules for providing and organizing psychological and pedagogical assistance, the school is obliged to prepare such an opinion at the request of parents or the counselling centre itself (with the consent of parents). In 2026, special emphasis is placed on functional assessment, which moves away from a purely medical model of the disorder in favor of describing barriers in the school environment and the level of activity and participation of the student.

Who prepares the opinion?

In practice, the document is prepared by the class teacher, but all teachers working with the child, as well as the school pedagogue, psychologist and therapists conducting specialist classes (e.g. speech therapist, AI therapist) should participate in this process. In 2026, it is standard to integrate these observations into a single, coherent profile of the student’s functioning.

When does the counselling centre require an opinion on a pupil?

The need for a teacher’s opinion arises in every case when there is a need for an in-depth diagnosis of the causes of difficulties or the specificity of the child’s functioning. The most common premises are:

1. Educational difficulties: Suspicion of specific learning difficulties, such as dyslexia, dysgraphia, dysorthography or dyscalculia.
2. ADHD and Concentration Disorders: Monitoring of symptoms of attention deficit hyperactivity disorder and attention deficits in class conditions.
3. Autism spectrum: The need to describe social interactions, communication and rigid patterns of behavior.
4. Emotional and anxiety problems: Withdrawal, selective mutism, school phobia or strong stress reactions to task situations.
5. Conduct Disorders and Aggression: Documenting incidents, their dynamics and the ineffectiveness of existing disciplinary methods.
6. Mental Crises: Changes in functioning resulting from trauma, depression or a difficult family situation.
7. Adaptation problems: It applies in particular to first-grade pupils and migrant children (e.g. pupils with refugee experience).
8. School absence: Analysis of the relationship between absences and learning difficulties or anxiety.

What must a good opinion about a student include? [Najważniejsze elementy]

The structure of the opinion should be clear and logical, allowing diagnosticians to quickly reach key information.

Formal data

• Full name of the school/institution.
• Student data: name and surname, date of birth, class.
• Date of preparation of the document.
• The purpose of issuing the opinion (e.g. for the needs of the panel of judges).

Description of educational functioning

It is an analysis of the way in which a student acquires knowledge and skills.

• Working technique: Writing and reading pace, understanding commands (oral and written).
• Mastery of the material: The relationship between the level of knowledge of the student and the curriculum requirements of a given class.
• Educational problems of the student: Specific deficiencies in operational skills (e.g. multiplication table, spelling).

Emotional functioning

• A reaction to criticism and school failures.
• Level of fear of judgment.
• The way of expressing emotions and the ability to regulate them.
• Self-esteem in the role of a student.

Social functioning

• Relationships with peers: Is the student isolated or does he show leadership qualities? Does it initiate contacts?
• Relationships with adults: Attitude towards teachers, respect for authority and social norms.
• Student behavior in the classroom: Compliance with intra-collar rules, punctuality, preparation for classes.

Student’s strengths

An element often overlooked, but crucial for a positive diagnosis. Talents, interests, predispositions and what motivates the child to work should be described. These resources form the foundation of the subsequent therapy plan.

Difficulties and symptoms

Description of specific signals that worry educators (e.g. difficulty concentrating, tics, verbal aggression, excessive tiredness).

Psychological and pedagogical assistance so far

A detailed list of activities undertaken by the school:

• Didactic and compensatory classes.
• Corrective and compensatory classes (TUS, speech therapy, sociotherapy).
• Individualization of work in the lesson.
• Adjustments for the student (e.g. extended time, change of the form of tests).

Effectiveness of the methods used

Key information for the clinic: do the difficulties persist despite the measures taken? Has there been a regression or perhaps a slight improvement?

How to write an opinion about a student in accordance with psychology and modern pedagogy?

In 2026, the standard in documenting work with a child is an approach based on empathy and understanding of neurodiversity.

1. Facts instead of ratings: Instead of writing “the student is rude” (grade), you should write “the student often interrupts the teacher’s statements and leaves the desk without permission” (fact).
2. Neutral and supportive language: Avoiding pejorative expressions. The document is supposed to help, not stigmatize.
3. Trauma-informed approach: If it is known that the student has had difficult experiences, the description of the behavior should take into account the possible “fight/flight/freeze” mechanism.
4. Environmental context: Paying attention to whether difficulties are exacerbated in certain conditions (e.g. noise in the corridor, working in a group).

From Medical Classification to Functional Assessment (ICF)

In 2026, the Polish education system fully adapted the assumptions of the International Classification of Functioning, Disability and Health (ICF). For the teacher writing the review, this means a fundamental change: we stop looking for a “defect” in the child, and we begin to analyze the interaction between his characteristics and the school environment.

Barriers and facilitators in the school environment

When writing a professional opinion, it is necessary to identify what helps the student at school (facilitators) and what hinders him (barriers).

• Example of a barrier: “Too many visual stimuli in the classroom and high noise levels during breaks generate a sensory overload state in the student.”
• Facilitator example: “The use of soundproofing headphones and the designation of a fixed place in the first desk allows the student to maintain concentration for 20 minutes of continuous work.”

Participation and activity

A modern opinion for counselling must answer the question: to what extent does a student participate in the life of the class? Is he excluded from group activities? Do communication barriers prevent him from playing the role of a leader or colleague? Functional assessment requires that we describe not only that the child “does not write”, but why this limitation affects his relationships with his peers.

Specificity of subject opinions – the perspective of specialist teachers

A common mistake is to limit opinions to the educator’s observations. In 2026, counselling centres require an integrated view, in which teachers of arts, physical education and foreign languages play key roles.

Physical education and the diagnosis of dyspraxia and AI

A PE teacher is often the first person to notice the symptoms of dyspraxia (clumsy child syndrome) or sensory integration disorders. In the opinion, it is worth noting:

• Difficulties with motor planning (the student does not know how to position the body for a jump).
• Fear of movement or excessive need for vestibular stimulation.
• Hand-eye coordination problems that correlate with writing difficulties.

Foreign Languages and Central Auditory Processing Disorder (CAPD)

An English or German teacher can provide invaluable data on how a student differentiates speech sounds in a foreign phonological system. If a child is great at grammar “on paper”, but completely does not understand listening commands with minimal background noise, this is a key premise for the diagnosis of CAPD.

Opinion about a gifted student – PPP is not only about difficulties

Modern pedagogy puts great emphasis on diagnosing students with above-average intellectual abilities. In this case, the opinion has a completely different purpose – to justify the need for an individual course of study or to accelerate compulsory schooling.

How to describe outstanding talents?

Instead of generalities such as “he is very capable”, the expert should point to:

• Learning rate: “The student masters new mathematical structures after a single exposure, going beyond the curriculum of the class.”
• Divergent thinking: “The child generates custom solutions to problems, demonstrating great creativity and the ability to combine facts from different fields.”
• Developmental asynchrony: Intellectual development often precedes emotional development in gifted children – it is worth noting this so that the counselling centre can recommend support in the social sphere.

Digitalization, SIO, and Data Security in 2026

In 2026, the circulation of opinions is largely digitally carried out through systems integrated with the SIO (Education Information System). The teacher must be aware of the legal and technical aspects.

E-delivery and electronic signature

An opinion is no longer just a piece of paper. More and more often, it is a document signed with a qualified electronic signature or a trusted profile, sent directly to the clinic by secure national nodes. It is important to ensure that the content is readable for OCR systems and does not contain unnecessary graphics that slow down data processing.

Data minimization (GDPR principle)

An expert opinion is one that is adequate and necessary. In 2026, personal data protection audits draw attention to “redundancy”. We do not include information about parents’ illnesses, financial status or religion in the opinion, unless they have a direct, documented impact on the child’s learning process.

The child’s voice in the process of creating opinions

Modern standards of psychological and pedagogical assistance require taking into account the perspective of the student himself, especially in grades IV-VIII and secondary schools.

Student self-assessment as an element of documentation

It is worth including quotes from interviews with the student or conclusions from self-assessment surveys in the opinion.

• For example: “During a supportive conversation, a student declared: ‘I’m most afraid when everyone looks at me when I read aloud’. This confirms the fear of social exposure observed in the classroom.”

Such an approach increases the diagnostic value of the document and builds a relationship based on subjectivity.

Dictionary of diagnostic terminology for teachers

In order for the opinion to be “substantively dense” and understandable to the psychologist from the clinic, it is worth using precise terminology.

• Auditory analysis and synthesis: The ability to decompose words into sounds and put them together.
• Graphomotorics: Manual dexterity of the hands when writing and drawing.
• Cruciate lateralization: e.g. dominance of the right eye and left hand (a common cause of school difficulties).
• Visual perception: Ability to recognize and differentiate visual stimuli.
• Self-service: Ability to perform daily activities (important in the diagnosis of intellectual disability).
• Adaptation difficulties: Trouble finding your way around a new environment or group.

Opinion about a student with migration experience

In the face of a large number of foreign students, the opinion to the counselling centre must distinguish between deficiencies in the knowledge of the Polish language and real developmental disorders.

Language barrier or dyslexia?

The expert opinion should include information on:

• Knowledge of the mother tongue (are there any difficulties in it?).
• The rate of acquisition of the so-called educational language (CALP) compared to the communicative language (BICS).
• Cultural differences that can be misinterpreted as social withdrawal.

How to describe “difficult behaviors” in the context of emotion regulation?

In 2026, there will be a move away from punishing behaviours resulting from the immaturity of the nervous system. The opinion should describe regulatory strategies.

Important: Instead of writing “the student gets furious”, write: “In situations of cognitive overload, the student exhibits meltdown behaviors – they lose control over their emotions, which manifests themselves in yelling. He then requires silence in a safe place (the so-called corner of silence)”.

Planning activities after diagnosis – the role of school recommendations

The opinion should end with a short section of proposals. What does the school expect from the counselling centre?

• “We ask for tips for working with the student on memorization techniques.”
• “We ask for an assessment of intellectual potential in order to adapt the curriculum requirements.”
• “We request that the causes of difficulties in peer relationships be investigated.”

The most common mistakes in student reviews

In the analysis of documentation sent to psychological and pedagogical counselling centres, errors are repeated that reduce the diagnostic value of the opinion:

• Labeling: Making medical diagnoses by the teacher (e.g. “the student has ADHD”). The teacher describes the symptoms, not the disease entity.
• Copying ready-made items: Using universal templates that do not reflect the individuality of the child.
• Emotional language: Writing opinions under the influence of frustration with the student’s behavior (“he is malicious”, “he wants to do us in spite of us”).
• No specifics: Using generalities such as “has learning difficulties” instead of “does not distinguish between the letters b and d”.
• Skipping resources: Focusing only on deficits, which makes it impossible to plan therapy based on strengths.
• No data on help: The lack of documentation of previous attempts at support suggests that the counselling centre has not taken action on the part of the school.

How to describe a student’s difficulties? [Przykłady gotowych sformułowań]

The table below shows the transformation of colloquial description into professional pedagogical language, desirable in PPP documentation.

Area	Poorly written(evaluative/overall)	Correctly written (descriptive / functional)
Concentration	He is lazy and constantly rocking.	The student has difficulty maintaining attention on the task; requires frequent reminders to return to work.
Aggression	He beats children and is aggressive.	In conflict situations, the student reacts physically (pushing, taking objects), has difficulties with verbalizing needs.
Dyslexia	He makes terrible mistakes in dictation.	In written works, numerous spelling and specific errors (confusing letters of similar shape) are observed, despite knowing the rules.
Autism	He is strange, he does not play with anyone.	The student prefers solitary games; shows difficulties in reading the non-verbal signals of peers.
Motivation	He doesn’t want to do anything.	The student presents low intrinsic motivation to undertake intellectual effort; requires positive reinforcements.
Organization	He has an eternal mess in his backpack.	The student shows difficulties in planning and organizing his/her own workplace; often forgets the necessary utensils.

Student strengths – why are they crucial?

In the Modern Functional Assessment of the Student 2026, resources are treated on an equal footing with deficits. By describing the strengths, it allows you to:

• Build a sense of agency in the child.
• Indicate to the counselling centre the best channels to reach the pupil (e.g. artistic talents can be the basis for hand therapy).
• Use positive psychology in the process of revalidation.

Sample opinion about a student to the psychological and pedagogical counselling centre [2026]

The following example is a template for a professional opinion that can be customized to suit your individual situation.

STUDENT’S OPINION

1. Student data:
Name: Jan Kowalski
Date of birth: 12.05.2016
Class: III a
School: Primary School No. 1 in…

2. Purpose of issuing the opinion:

Due to persistent difficulties in acquiring literacy skills and a suspicion of specific learning difficulties (dyslexia).

3. Didactic functioning:

Jan has mastered the curriculum material to a sufficient extent. It manifests the greatest difficulties in the field of Polish studies education. He reads slowly, spells, and has difficulty synthesizing the sound of words. When writing by ear, he skips letters and does not use punctuation. The pace of work in the lesson is much slower than the rest of the group. In the field of mathematics, Jan does well in operations on concrete, but text problems are difficult for him due to the barrier to understanding the text he is reading.

4. Emotional and social functioning:

The student is a cheerful person, but in situations of educational difficulties he quickly gets frustrated. It happens that in reaction to a mistake, he destroys his work. He is liked in his peer group, although he is sometimes withdrawn during team games that require a quick reaction. Communicates correctly with adults.

5. Strengths:

Jan has above-average talents in the field of natural sciences. He/she demonstrates great general knowledge, perfectly remembers content transmitted by auditory (e.g. lectures, audiobooks). He is friendly and willing to help weaker students in practical tasks.

6. Previous assistance:

Since the second grade, Jan has been participating in corrective and compensatory classes (1 hour/week). Adjustments were implemented: extension of the time of tests, replacement of the written form of the answer with an oral one, work on texts with a larger font.

7. Conclusions:

Despite the adjustments used, the difficulties in reading and writing are exacerbated in relation to the class requirements. An in-depth diagnosis for developmental dyslexia is indicated.

(signature of the tutor and the headmaster)

Before giving feedback to the counselling centre

Before the document is handed over to parents or sent to PPP, it is worth verifying it against the following points:

• Is the personal data correct and up-to-date?
• Does the opinion contain specific examples of behaviour and not just general statements?
• Are at least 3 strengths of the student described?
• Was the stigmatizing language and judging the child’s family avoided?
• Have all the forms of help that the school has offered so far been demonstrated?
• Is the document consistent (conclusions follow from the description)?
• Has the opinion been consulted with the student’s other teachers?

How does the school’s opinion affect the decision of the counselling centre?

Specialists in the counselling centre treat the teacher’s opinion about the student as one of the most important pieces of evidence in the adjudication process.

1. Diagnosis of dyslexia: Without an opinion stating that difficulties occur despite regular learning and help, the clinic cannot diagnose dyslexia.
2. Certificate on the need for special education: The description of the barrier to social functioning is crucial when diagnosing the autism spectrum or social maladjustment.
3. Functional Assessment: On the basis of your description, the counselling centre decides what recommendations to enter in the “conditions for the implementation of teaching” (e.g. the need for a supporting teacher).

The most important changes 2026 regarding student reviews

The year 2026 brings full digitization of the documentation flow between the school and the PPP (SIO system). The key changes are:

• Standards for the protection of minors: Opinions must be prepared with special confidentiality of sensitive data.
• Inclusive model: The emphasis is on what the school needs to change in its environment so that the child can learn, rather than focusing on “fixing” the child.
• Multi-Specialist Assessment of the Student’s Level of Functioning (WOPFU): For pupils with certificates, the opinion to the counselling centre must be consistent with the periodic assessment of the WOPFU conducted at the school.

Frequently asked questions about student reviews for counseling

Who exactly is responsible for preparing an opinion about a student for counselling?

The main coordinator of the document creation process is always the class teacher, but in the modern model of inclusive education 2026, this process is interdisciplinary. The educator is obliged to collect information from all subject teachers, as well as from school specialists, such as a pedagogue, psychologist, speech therapist or pedagogical therapist, who conduct support classes with the child. The document must be a coherent synthesis of observations from various lessons and breaks, which allows for a reliable presentation of the student’s functioning in the entire school environment. The final version of the opinion should be signed by the educator and the headteacher, which gives it the status of an official document.

Does the educator have the right to refuse to give an opinion on the functioning of the pupil?

In accordance with the applicable provisions of the education law and the Regulation on the principles of providing psychological and pedagogical assistance, a school may not refuse to prepare an opinion about a pupil at the request of a parent or at the direct request of the counselling centre (provided that the legal guardians give their consent). Issuing an opinion is an integral part of a teacher’s job duties and a key step in providing the child with appropriate support. Refusal to issue the document could be considered a failure to comply with obligations and acting to the detriment of the student, preventing him or her from accessing a proper diagnosis and adjustments to educational requirements. The deadline for preparing the document is usually 7 working days, unless the school’s internal statutes state otherwise.

How long and detailed should a professional pedagogical opinion be?

In the professional development of PPP documentation, the quality and specificity of the information contained is what counts, not the volume of the text itself. A good opinion about a student usually fits on 2-3 pages of an A4 sheet, which allows for an exhaustive description of all developmental spheres. The document must be detailed enough for the diagnostician at the clinic to draw conclusions without having to ask for details. Short, cursory opinions, consisting of a few sentences, are often rejected by counselling centres as not being of diagnostic value, which significantly prolongs the process of deciding on the need for special education or issuing opinions on dyslexia.

What to do if a parent does not accept the content of the student’s opinion?

A conflict between a school and a parent in the context of opinions to counselling centres requires a lot of diplomacy and relying only on documented facts. The parent has the right to read the content of the document before sending it, but the teacher should not succumb to pressure to change the description if it is consistent with real pedagogical observations. The best practice is to present the parent with specific evidence: test results, notes on behavior from an electronic diary or the student’s work products. If the parent still raises an objection, it is worth adding an annotation about the position of the guardian in the opinion, while maintaining an objective description of the student’s educational difficulties, which is necessary for the child’s well-being and a reliable diagnosis.

How to effectively describe the symptoms of ADHD in the teacher’s opinion?

When describing a student with suspected or diagnosed ADHD, medical terminology should be avoided in favor of describing specific deficits in executive function and hyperactivity. It is worth focusing on three areas: difficulties with maintaining concentration (e.g. the student is distracted by auditory stimuli), impulsivity (e.g. giving answers before the end of a question, entering into words) and psychomotor hyperactivity (e.g. getting up from the desk frequently, manipulating objects). It is crucial for the counselling centre to indicate how these behaviours affect academic performance and relationships with peers, which allows for a precise selection of forms of psychological and pedagogical assistance.

Why is a description of the student’s strengths necessary for specialists in the counseling center?

In the modern functional diagnosis model 2026, a student’s resources are just as important as their deficits. Describing the strengths allows the counseling staff to design a therapeutic path based on what the child can do and what gives him satisfaction. For example, artistic talents can become the basis for hand therapy, and high general knowledge can compensate for difficulties in reading technique. The lack of information about the child’s strengths makes the image of the child one-dimensional and negative, which makes it difficult to build the student’s internal motivation to continue working on his difficulties.

What is the opinion on the functioning of a student from 2026 in the context of legal changes?

From 2026 onwards, opinions about a student to counselling centres put much more emphasis on the functional assessment model, inspired by the ICF classification. Instead of focusing solely on medical deficits, the teacher must describe the environmental barriers that make it difficult for the child to learn (e.g., too large a class size, noise) and the facilitations that help the child function. The new regulations also require more precise documentation of the effectiveness of psychological and pedagogical assistance provided. The document becomes more dynamic and focused on planning specific inclusive solutions, rather than just labeling disorders.

Can I use ready-made templates and content generators in the review?

The use of ready-made templates is only acceptable as a document framework that guarantees the preservation of the formal structure (data, sections, conclusions). However, copying ready-made descriptions of behavior is a mistake that PPP specialists can identify immediately. Every child is different, and the diagnosis in the counseling center must be based on the unique profile of a given student. The use of generic wording can lead to the formulation of inadequate recommendations that will not help the child with real educational problems. The individualization of the description is therefore proof of the teacher’s professionalism and reliability.

How to reliably describe a child’s aggressive behaviour in school documentation?

Describing aggressive behavior requires great objectivity and refraining from emotional language. The form of aggression (verbal, physical, relational), its intensity and, most importantly, the context of occurrence (the so-called triggers) should be precisely defined. Instead of writing “the student is aggressive”, it is better to use the phrase: “In situations of feeling like a failure during team games, the student reacts by shouting and pushing his colleagues”. Such a description suggests to the clinic that the problem may lie in difficulties with self-regulation of emotions, and not in the child’s ill will, which radically changes the diagnostic approach.

What elements of social functioning are crucial for the diagnosis of the autism spectrum?

If autism spectrum is suspected, the counselling centre expects the school to provide a detailed description of social interactions and communication. The teacher should pay attention to whether the student makes eye contact, whether they can cooperate in a group, how they react to changes in the lesson plan, and whether they understand metaphorical language and sarcasm. It is also extremely important to describe possible repetitive behaviors and unusual interests. This information is crucial for distinguishing autism spectrum disorders from social anxiety or behavioural problems, which directly translates into the content of the certificate on the need for special education.

How to describe the difficulty of concentrating attention to facilitate the diagnosis of dyslexia or ADHD?

Difficulties in concentrating attention should be described through the prism of their impact on specific school tasks. It is worth noting whether the student has a problem with starting work (procrastination), or with maintaining it (frequent interruptions), or perhaps with completing it. It should be checked whether concentration improves in conditions of silence or during individual work with the teacher. A precise indication that “the student makes numerous mistakes resulting from inattention, despite the known task procedure”, allows to distinguish knowledge gaps from problems with executive functions, which is crucial for diagnosis in a psychological and pedagogical counseling center.

Does the opinion to the counselling centre have to contain information about the child’s family situation?

The teacher should limit himself to describing those aspects of the family situation that have a direct and observed impact on the student’s functioning at school. Difficult events such as the divorce of parents, the death of a loved one, or a change of residence can be mentioned if they correlate with a deterioration in the child’s grades or a change in behavior. However, speculation and unconfirmed information should be avoided by using safe phrases such as: “The information obtained from the parent shows that…”. Maintaining the privacy of the family is crucial, and the opinion should focus primarily on the child as a student.

What is the significance of the student’s work products attached to the opinion for PPP?

Although the opinion is a descriptive document, counselling centres very much appreciate the inclusion of samples of the student’s work, such as notebooks, dictations or math tests. This allows diagnosticians to analyze the nature of errors on their own (e.g. whether writing errors have a graphomotor or spelling basis). These works are objective evidence confirming the description contained in the teacher’s opinion. In 2026, it is also permissible to attach scans of works to electronic documentation sent by educational systems, which significantly speeds up the diagnostic process.

What does the term “assessment of the effectiveness of the assistance provided” mean in the opinion about the student?

This is one of the most important points of the opinion, in which the school documents what has already been done to help the child. The teacher must list specific actions (e.g. participation in corrective and compensatory classes, adaptation of a place in the classroom) and assess whether they have brought the expected result. If, despite intensive support activities, the student’s difficulties do not decrease, this is a strong signal to the counselling centre that the child needs more specialist support, e.g. in the form of a certificate or an individual educational and therapeutic programme (IPET).

How often should the student’s opinion be updated for the needs of the counselling centre?

A student opinion is usually a one-time document for the needs of a specific diagnostic process. However, in the case of children with disabilities or chronic difficulties, a new opinion is required for each change in educational stage (e.g. transition from kindergarten to school, from primary to secondary school) or in a situation where the previous diagnosis needs to be verified due to the emergence of new problems. Counselling centres may also ask for a supplementary opinion one year after the recommendations are issued, in order to check how the pupil functions after the implementation of the suggested forms of support.