Learning difficulties in pupils from understanding to intervention

Abstract

This article examines learning difficulties among nursery and primary school pupils, focusing on their identification, underlying causes, assessment, and appropriate educational interventions. It aims to provide teachers with a comprehensive understanding of the challenges encountered by pupils experiencing learning difficulties and to propose pedagogical strategies that promote inclusive and effective learning. Drawing on a theoretical and descriptive approach, the study distinguishes between temporary learning difficulties and persistent learning disorders, highlighting the influence of cognitive, neurological, emotional, social, and educational factors on academic performance. Particular attention is given to specific learning disorders, including dyslexia, dysorthography, dysgraphia, dyscalculia, dysphasia, and dyspraxia, as well as attention deficits, memory impairments, and executive function difficulties. The article also explores the importance of early identification and multidisciplinary assessment, emphasizing the complementary roles of teachers, neuropsychologists, speech and language therapists, remedial educators, and families. Furthermore, it discusses methodological, pedagogical, socio-psychological, and assessment-related adaptations designed to address pupils’ individual needs and facilitate their academic progress. The analysis highlights the importance of distinguishing learning disorders from difficulties arising from environmental or emotional circumstances to ensure appropriate interventions. The article concludes that effective support for pupils with learning difficulties requires a collaborative, individualized, and inclusive educational approach. By integrating early assessment, differentiated teaching practices, and multidisciplinary cooperation, schools can improve learning opportunities, strengthen pupils’ autonomy, and promote equitable educational outcomes.

Keywords: Learning Difficulties; Learning Disorders; Inclusive Education; Dyslexia; Dysorthography; Educational Intervention; Early Identification; Neuropsychological Assessment; Differentiated Instruction; Primary Education.

Received Date: April 21, 2026

Accepted Date: May 12, 2026

Published Date: June 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1033