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

TL;DR

This study explores how health and education professionals view learning difficulties in children and highlights the need for better collaboration and training.

Contribution

The paper provides new insights into the attribution of learning difficulties and the need for updated policies and training.

Findings

Learning difficulties are often seen as individual or family issues, not institutional.

There is a lack of coordination between education and health sectors.

Professional training and updated models are urgently needed.

Abstract

to understand health and education professionals’ perceptions regarding children’s learning difficulties in public schools.

qualitative research, of the participatory action type, linked to Paulo Freire’s Research Itinerary. Forty-five professionals participated, through interviews and a Virtual Culture Circle. The analysis was developed through careful reading, reflection and interpretation of highlighted topics.

professionals discussed the (in)visibility of learning difficulties, strategies and resources in the educational sector and the search for solutions in the health sector. It was found that the production of complaints related to school learning is attributed predominantly as an individual problem of children or their family, exempting the educational institution from this process.

greater investment in professional training and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.