Most Common Retained Primitive Reflexes Linked to Learning and Behavior Problems

This article contains information regarding most common retained Primitive Reflexes linked to behavior and learning challenges. Affiliate links are included for your convenience. Integrated Learning Strategies (ILS) is a learning and academic center. As a reminder, ILS is not a health care provider and none of our materials or services provide a diagnosis or treatment of a specific condition or learning challenge you may see in your child or student. If you seek a diagnosis or treatment for your child or student, please contact a trained professional who can provide an evaluation of the child.

Some Primitive Reflexes become retained more commonly than others. While retention happens to children at different times and in different ways throughout a child’s life, it can cause a number of problems for a child if not integrated.

If you are unfamiliar with Primitive Reflexes, they are automatic movement patterns that develop in infancy and help babies survive at the beginning of their life. A majority of the time, primitive reflexes integrate seamlessly as the child grows and develops. However, if there are disruptions with integration during infancy or throughout the child’s developmental years, reflexes can become retained and can create issues with the following:

• Learning and academic skills
• Behavior
• Motor skills and coordination
• Emotional grounding and regulation
• Executive Function
• Sensory processing

When primitive reflexes remain active beyond the typical developmental window, they are referred to as “retained reflexes.” While retained reflexes are not always formally diagnosed conditions, you often see the signs and symptoms at home and in the classroom, but don’t always realize they are present and causing problems for the child.

Reasons for Retention

There are many reasons primitive reflexes can become retained. Retention can happen at any point in the child’s life and can look differently in each individual child. While some may feel the child will “grow out” of many of the symptoms they experience as children, retained Primitive Reflexes will continue to cause issues and stay with the child into adulthood if not fully integrated.

A few of the potential reasons for unintegrated reflexes may include the following:

• Low birth weight at birth
• Prolonged or premature birth
• Traumatic birth, suction, forceps, emergency C-section
• Severe illness, trauma or injury in infancy
• Lack of tummy time
• Decreased ability to explore environment in early months
• Too much time in bouncer, stroller, or car seat (if overused)
• Missed certain milestones (i.e., crawling)

Primitive Reflexes Most Commonly Retained

Depending on the child, retention can be more visible depending on the severity of retention. Some kids may experience mild symptoms, while others more extreme. There are also reflexes that are more commonly retained than others.

The reflexes that are more common and impact children the most in learning and daily function include the following:

Moro Reflex

The Moro Reflex is often called the “startle reflex.” It is triggered when an infant experiences a sudden movement, loud sound, bright light, or sensation of falling. The baby responds by extending the arms outward, then quickly pulling them back inward.

This reflex is important for survival in infancy, but it should integrate within the first several months of life. When retained, the nervous system can remain in a constant state of heightened alertness.

When retained, children or adults may experience the following:

• Anxiety or excessive worry
• Emotional overreactions
• Sensory sensitivities to noise, light, touch, or movement
• Difficulty adapting to change
• Poor stress tolerance
• Motion sickness
• Frequent fight or flight responses
• Impulsivity

A retained Moro Reflex can significantly affect learning because the brain remains focused on survival rather than higher-level thinking.

In the classroom, students with a retained Moro reflex may experience trouble with the following:

• Sustained attention
• Emotional regulation in the classroom
• Test anxiety
• Sensory overload
• Auditory processing delays
• Concentration during transitions or noisy environments

These students are often described as easily overwhelmed, reactive, or hyperactive.

ATNR Reflex

The Asymmetrical Tonic Neck Reflex (ATNR) appears when an infant turns their head to one side. The arm and leg on that side extend while the opposite side bends, creating a “fencing” position.

This reflex helps infants develop hand-eye coordination and prepares them for rolling. However, if retained, it can interfere with crossing the body’s midline and coordinating both sides of the body together. These skills are important for building connections in the brain that help kids transition from the emotional side to the more logical side for problem solving and executive function.

If retained, the ATNR reflex can cause problems in the following ways:

• Difficulty crossing the midline
• Poor handwriting
• Trouble copying from a board
• Weak hand-eye coordination
• Mixed hand dominance
• Difficulty catching balls
• Awkward posture while writing
• Turning the head while reading or writing

ATNR retention has one of the strongest connections to academic struggles, especially in reading and writing.

In the classroom, kids with a retained ATNR reflex may have delays with the following:

• Letter reversals
• Skipping words or lines while reading
• Poor reading fluency
• Slow writing speed
• Difficulty organizing written work
• Fatigue during school tasks

Because the eyes and hands struggle to work together efficiently, classroom learning can become frustrating and exhausting.

STNR Reflex

The Symmetrical Tonic Neck Reflex (STNR) emerges later in infancy and helps babies transition into crawling. When the head moves up, the arms straighten and the legs bend. When the head moves down, the arms bend and the legs straighten.

This reflex supports the development of posture and coordination, but retention can interfere with body control and sitting posture in the classroom.

When retained the STNR may cause issues for the child with the following:

• Slouched posture
• W-sitting
• Difficulty sitting still
• Poor coordination
• Toe walking
• Weak core strength
• Clumsiness
• Trouble with sports or physical activities

Children with a retained STNR reflex often struggle in classroom settings because maintaining posture requires excessive effort.

If retained, the ATNR reflex can create the following issues:

• Constant movement or fidgeting
• Poor concentration
• Difficulty copying from the board
• Fatigue while seated
• Challenges with visual tracking

Many students compensate by leaning on desks, wrapping legs around chairs, or constantly shifting positions.

TLR Reflex

The Tonic Labyrinthine Reflex (TLR) helps infants respond to head position changes in relation to gravity. It plays an important role in muscle tone, balance, and spatial orientation.

When retained, the body may struggle to process movement and maintain equilibrium. Children with a retained TLR reflex typically experience the following setbacks:

• Poor balance
• Motion sensitivity
• Fear of heights
• Difficulty judging space and distance
• Poor posture
• Muscle tone challenges
• Disorientation during movement
• Difficulty with coordination

TLR retention can affect a child’s ability to feel physically stable and secure. When the TLR is retained, many kids have trouble with the following:

• Difficulty sitting upright
• Problems with visual-spatial tasks
• Weak organizational skills
• Poor body awareness
• Challenges in physical education
• Reduced confidence during movement-based activities

Students may appear awkward, hesitant, or uncomfortable in their environment.

Spinal Galant Reflex

The Spinal Galant Reflex is activated when the skin along one side of the spine is stimulated, causing the hips to move toward that side. In infancy, this reflex supports movement during birth and early mobility.

Retention is commonly associated with restlessness and hypersensitivity around the waist or lower back.

Children with a retained Spinal Galant Reflex may experience the following:

• Constant fidgeting
• Difficulty sitting still
• Sensitivity to waistbands or tight clothing
• Squirming in chairs
• Bedwetting beyond the typical age
• Poor concentration
• Hyperactivity-like behaviors

Because sitting still becomes physically uncomfortable, classroom learning can be especially difficult. A retained Spinal Galant reflex often causes the following issues:

• Child loses focus easily
• Appears impulsive
• Struggles with sustained attention
• Frequently leaves their seat
• Becomes distracted by physical sensations

This reflex is often discussed in relation to attention and behavioral regulation challenges.

Palmar Grasp Reflex

The Palmar Grasp Reflex causes a baby’s hand to automatically close around an object placed in the palm. This reflex is essential in infancy for grasp development.

If retained, it can interfere with the development of refined hand movements needed for pencil grip and handwriting skills.

A retained Palmar reflex may lead to the following:

• Poor pencil grip
• Hand fatigue
• Messy handwriting
• Difficulty with buttons or zippers
• Weak fine motor coordination
• Excessive pressure when writing
• Limited finger independence

Fine motor tasks become more demanding when the Palmar Grasp Reflex remains active. Kids will a retained Palmar reflex may struggle with the following:

• Handwriting endurance
• Drawing and coloring
• Scissor skills
• Typing
• Manipulating classroom tools

These difficulties can reduce academic confidence and make written assignments frustrating.

Rooting Reflex

The Rooting Reflex helps infants locate food by turning toward touch near the mouth or cheek. It is critical for feeding and early survival.

Retention beyond infancy is less common, but can affect oral motor development and sensory processing.

If the Rooting reflex is retained, you may see the following signs:

• Oral sensitivities
• Messy eating
• Speech articulation difficulties
• Thumb sucking
• Chewing on objects
• Excessive drooling
• Food texture aversions

When the Rooting reflex is retained, it can impact a child’s communication in the classroom. You may start to notice the following in school:

• Speech clarity challenges
• Distractibility related to oral sensory needs
• Difficulty with oral motor coordination
• Social self-consciousness

Students may avoid speaking in class or experience frustration with verbal expression.

Babinski Reflex

The Babinski Reflex is displayed when the sole of the foot is stroked, causing the toes to fan outward. This reflex is normal in infants, but typically disappears as the nervous system matures.

Unlike other retained reflexes, persistence of the Babinski Reflex is less common and may sometimes indicate neurological concerns that warrant professional evaluation.

If the Babinski reflex is retained, you may see the following:

• Balance difficulties
• Unusual walking patterns
• Poor coordination
• Muscle tone abnormalities
• Delayed motor development

Although less directly tied to academics, a retained Babinski Reflexes may impact the following:

• Physical coordination
• Participation in movement activities
• Endurance and posture
• Confidence in gross motor tasks

Because this reflex can occasionally signal neurological involvement, persistent symptoms should be evaluated by a qualified healthcare professional.

Primitive reflexes are a normal and necessary part of early development, but when they remain active beyond infancy, they can influence many aspects of learning and daily life.

Early identification and targeted support strategies may help improve motor skills, emotional regulation, and overall learning readiness, allowing children and adults to function with greater confidence and success.

Most Common Retained Primitive Reflexes Graph

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Reference Materials

Konicarova, J., & Bob, P. (2012). Retained primitive reflexes and ADHD in children. Activitas Nervosa Superior Rediviva, 54(3), 135–138. https://doi.org/10.1007/BF03379591

Feldhacker, D. R., Cosgrove, R., Feiten, B., Schmidt, K., & Stewart, M. (2022). The correlation between retained primitive reflexes and scholastic performance among early elementary students. Journal of Occupational Therapy, Schools, & Early Intervention, 15(3), 288–301. https://doi.org/10.1080/19411243.2021.1959482

Gieysztor, E. Z., Choińska, A. M., & Paprocka-Borowicz, M. (2018). Persistence of primitive reflexes and associated motor problems in healthy preschool children. Archives of Medical Science, 14(1), 167–173. https://doi.org/10.5114/aoms.2016.60503

Schott, J. M., & Rossor, M. N. (2003). The grasp and other primitive reflexes. Journal of Neurology, Neurosurgery & Psychiatry, 74(5), 558–560. https://doi.org/10.1136/jnnp.74.5.558

León-Bravo, G., Cantarero-Carmona, I., & Caballero-Villarraso, J. (2022). Prevalence of active primitive reflexes and craniosacral blocks in apparently healthy children and relationships with neurodevelopment disturbances. Children, 9(10), 1504. https://doi.org/10.3390/children9101504

Grigg, T. M., Fox-Turnbull, W., & Culpan, I. (2018). Retained primitive reflexes: Perceptions of parents who have used rhythmic movement training with their children. Journal of Child Health Care, 22(3), 406–418. https://doi.org/10.1177/1367493518760736

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