Does My Child Need an Eye Exam?
Answer questions about squinting, head tilting, reading habits, and school performance to see whether an exam is worth scheduling.
The 9-question check
Answer questions about squinting, head tilting, reading habits, and school performance to see whether an exam is worth scheduling.
The questions below are the same nine the interactive check asks. To see a result, turn on JavaScript — or read the recommended exam schedule and call Hill Vision Services at (314) 567-7771.
Recommended exam schedule
| Age | Recommended exam |
|---|---|
| 6 to 12 months | First comprehensive eye exam |
| 3 to 5 years | At least one comprehensive eye exam |
| Before first grade | Comprehensive eye exam |
| 6 to 18 years | Every year |
This tool is for general guidance and is not a medical diagnosis. Only a comprehensive eye exam can assess your child’s vision and eye health.
Common questions about children’s eye exams
When should my child have their first eye exam?
The American Optometric Association recommends a first comprehensive eye exam at 6 to 12 months of age, another once between ages 3 and 5, one before first grade, and then an exam every year from age 6 through 18.
Is a school or pediatrician vision screening enough?
No. A screening checks distance sharpness and little else. It can miss focusing and eye-teaming problems, amblyopia (often called lazy eye), strabismus, and eye-health conditions that a comprehensive exam is designed to find.
What are the signs of a vision problem in children?
Common signs include squinting, tilting or turning the head, covering or closing one eye, sitting very close to screens or holding books close, losing their place or skipping lines while reading, frequent eye rubbing, headaches or tired eyes, sensitivity to light, an eye that drifts or wanders, and a drop in school performance or avoidance of reading.
Would my child tell me if they could not see well?
Usually not. Children assume the way they see is the way everyone sees, so a vision problem often shows up as behavior — avoiding reading, short attention for close work, or trouble copying from the board — rather than a complaint.
