Learning difficulties in school children: health and education professionals' perceptions

Area of Science:

• Education
• Public Health
• Pedagogy

Background:

• Children's learning difficulties in public schools present a complex challenge requiring interdisciplinary understanding.
• Current perceptions among health and education professionals shape the approach to identifying and addressing these difficulties.

Purpose of the Study:

• To investigate health and education professionals' perceptions of children's learning difficulties within public school settings.
• To explore the factors influencing the identification and management of learning difficulties by professionals.

Main Methods:

• A qualitative, participatory action research approach was employed, inspired by Paulo Freire's Research Itinerary.
• Data were collected through interviews and a Virtual Culture Circle involving 45 professionals.
• Analysis involved careful reading, reflection, and interpretation of thematic content.

Main Results:

• Professionals discussed the visibility of learning difficulties, available strategies, and resource allocation between educational and health sectors.
• A significant finding was the tendency to attribute learning difficulties primarily to individual children or their families, absolving educational institutions.
• This perception highlights a gap in recognizing the systemic and institutional factors contributing to learning challenges.

Conclusions:

• Urgent investment in professional training and development is necessary to foster better coordination between health and education sectors.
• Overcoming outdated pedagogical and health models requires a concerted effort to reframe the understanding and management of learning difficulties.
• Promoting a shared responsibility model is essential for effectively supporting children with learning difficulties in public schools.