Introduction: Every child has the potential to excel academically, but sometimes there are underlying factors that can hinder their progress. One such factor that often goes unnoticed is the presence of retained primitive reflexes. These reflexes, which are normally present in infancy but should disappear as a child grows, can affect a child’s ability to learn and thrive in an educational setting. Aim/Objectives: The pilot study aimed to research the relationship between the occurrence and level of intensity of primitive reflexes in middle school children and its effects on their education, and academic achievements. Materials and Methods: A group of 40 children (18 girls and 22 boys) who attended middle school were examined. Participants were assessed for the presence of three Primitive Reflexes (PR): the Asymmetrical Tonic Neck Reflex (ATNR), Symmetrical Tonic Neck Reflex (STNR), and Tonic Labyrinthine Reflex (TLR). Romberg’s test was employed to identify signs of difficulties with control of balance and/or proprioception. Then their school results were assessed including several domains like mathematics, science, and language. After summing up points obtained for all tests, a correlation coefficient was calculated from which the results were derived. Results: There was a negative correlation between the academic results obtained from schools in several domains and the continued presence of Primitive Reflexes like STNR, ATNR, and TLR. Conclusion: Neuromotor maturity status may be related to the ability to read written words and to calculate. • It is necessary to conduct further research on laterality with a larger sample size. • Additionally, introducing reflex integration therapy to children with learning difficulties may improve their reading and mathematical abilities.