Sarcouncil Journal of Arts Humanities and Social Sciences

Abstract: Academic primary school grade retention generates greater risks and adversity than benefits to students worldwide as a cross-examination of the educational history reviewed since pre WWI reveals. Naturally some countries and research scientists argue otherwise based on social complexities, national or state teachers employment trends and economic or political strategic choices. In general corrective interventions to children's academic failure, students' sensitivity, crime, health, religion, belongingness amidst multiculturalism, sociological and psychological factors account for multifaceted unsolved and ongoing dilemmas in developed and developing economies. The heterogeneity controversy alone in numerous countries contributes to economic expenses that significantly threatens children's well-being. The double digit grade retention data in developed and developing worldwide economies serves as a warning to policymakers of the need for betterments and recurring assessment of grading and underperformance. This paper's objective seeks to review and interpret; -what level of exposure to risk and adversity from underperformance corrective activities to children is harmless or beneficial? -why does the pursuit of non-promotion as a remedy for a lack of certain levels of knowledge acquisition remain as an option? -And, will a children's first approach as participants and recipients benefit students by removing risk and advancing educational efficiency. Multimedia technologies serve educational systems to address underperformance, knowledge acquisition while narrowing the gap between retention and any form of automatic promotion.