Evidence from the Classroom: The Impact of the INPP Schools Programme in Grade 1
At INPP, we work with schools to address one of the most overlooked barriers to learning: neuromotor immaturity caused by retained primitive and postural reflexes. When these early reflexes do not integrate naturally in the early years, they can interfere with posture, balance, attention, reading, handwriting, and behaviour in the classroom.
A recent comparative study carried out at Auckland Park Academy of Excellence (APAX) in Johannesburg, South Africa, provides clear, measurable evidence of the impact of the INPP Neuromotor Development Programme in a mainstream school setting.
The Study Design
The study followed two Grade 1 classes over an 11-month period (January–November 2025):
Grade 1B – participated in the INPP Schools Programme (treatment group)
Grade 1A – did not receive the programme (control group)
Both classes were screened using standard INPP neuromotor assessments at the beginning and end of the year to measure the retention of primitive and postural reflexes, using a 0–4 scale (0 = absent, 4 = fully retained).
Primitive reflexes are automatic, brainstem-driven movement patterns present in infancy. They should integrate within the first years of life as higher brain centres mature. When they remain active, they can disrupt the development of postural control, balance, eye movements, coordination, emotional regulation, and learning readiness.
Overall Outcomes: A Clear Difference
Grade 1B (With the INPP Programme)
Average reduction in retained reflexes: 26.84%
Average reflex score reduced from 2.7 to 1.1
Marked improvements in neuromotor maturity across all reflex categories
This level of change reflects significant progress in central nervous system integration and is typically associated with better posture, improved attention, smoother handwriting, and greater emotional stability in the classroom.
Grade 1A (Without the Programme)
Natural maturation only: 4.51%
Several key reflexes showed little improvement or deterioration
Ongoing indicators of neuromotor immaturity
When compared directly, Grade 1B improved almost six times more than Grade 1A, highlighting the effect of structured neuromotor intervention rather than relying on natural development alone.
What Changed in the Classroom?
Balance, Posture and Core Stability
Tests such as the Tandem Walk and Fog Walk measure postural reflex integration and vestibular control—key foundations for sitting still, eye tracking, and coordination.
Grade 1B showed consistent improvements averaging over 22%
Grade 1A showed overall decline, particularly in backward balance tasks
In practical terms, children in Grade 1B were better able to sit upright, remain still at their desks, and move confidently during PE and play.
Midline Crossing, Reading and Handwriting (ATNR)
Retention of the Asymmetrical Tonic Neck Reflex (ATNR) is strongly linked to difficulties with:
Crossing the midline
Left–right directionality
Eye tracking across a page
Writing fluency and letter reversals
Grade 1B showed a 30.89% reduction in ATNR retention
Grade 1A improved naturally but remained at high retention levels
Teachers reported improved handwriting fluency, better reading tracking, fewer reversals, and greater ease when children turned their heads while remaining seated and attentive.
Sitting Still, Copying and Attention (STNR)
The Symmetrical Tonic Neck Reflex (STNR) plays a key role in posture and the ability to copy from board to page.
Grade 1B showed a 31.61% improvement
Grade 1A showed a significant decline (-20.83%)
Without intervention, retained STNR often presents as slumping, constant movement, poor copying skills, and early fatigue. The contrasting results underline the importance of targeted support during the early school years.
Balance, Emotional Regulation and Sensory Calm (TLR)
The Tonic Labyrinthine Reflex (TLR) affects balance, muscle tone, spatial awareness, and emotional regulation.
Grade 1B demonstrated strong improvements in vestibular integration
Grade 1A showed partial improvement but retained signs of instability
Improved vestibular regulation supports calmness, attention, and emotional self-control—essential for learning readiness.
Teacher Observations: Functional Change Matters
By the end of the year, teachers reported clear and meaningful changes in Grade 1B, including:
Improved posture and sitting tolerance
Marked gains in reading fluency and eye tracking
Clear improvements in handwriting and fine motor control
Increased attention span, impulse control, and classroom calm
Greater confidence and participation
Improvements in speech clarity and fluency in individual learners
Notably, these changes occurred without additional therapies, highlighting the specific contribution of the INPP programme.
Why This Matters for Schools
This study reinforces what INPP practitioners and schools observe worldwide:
Neuromotor immaturity does not always resolve on its own
Waiting for “natural development” may leave children struggling unnecessarily
Structured, developmentally informed movement programmes can produce measurable, functional gains
Final Conclusion
The INPP Schools Programme produced substantial, measurable neuromotor improvements for Grade 1B when compared with a matched control group.
Six times greater overall improvement
Consistent gains across balance, posture, reflex integration and classroom readiness
Clear links between neuromotor change and learning-related outcomes
For schools seeking to support children’s readiness to learn—academically, physically, and emotionally—this study provides compelling evidence that early neuromotor intervention matters.