Teachers’ views on the implementation of adaptive literacy and well-being strategies: a case study

Ross, H ORCID: 0000-0002-3827-9954, Malone, E ORCID: 0000-0002-7682-7624 and Wood, P ORCID: 0000-0002-2727-9342 (2025) Teachers’ views on the implementation of adaptive literacy and well-being strategies: a case study. Education 3-13 International Journal of Primary, Elementary and Early Years Education. pp. 1-16. ISSN 0300-4279

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Abstract

This case study investigates the relationship between literacy support and pupil well-being within a Universal Design for Learning (UDL) framework in a primary school in Southwest England. Through interviews with the Head Teacher and SENCO, it examines how adaptive teaching practices were implemented to support spelling and emotional regulation. Findings indicate that while UDL-informed strategies such as regulation stations promoted well-being and classroom engagement, spelling instruction remained a persistent source of stress and negative self-perception. The study highlights how adaptive teaching can foster inclusion but also reveals the complex links between literacy challenges and young people’s well-being.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript version of the following article, accepted for publication in [JOURNAL]. [INCLUDE CITATION]. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Uncontrolled Keywords:	3901 Curriculum and Pedagogy; 3903 Education Systems; 3904 Specialist Studies In Education; 39 Education; Generic health relevance; 4 Quality Education; 1301 Education Systems; 1302 Curriculum and Pedagogy; 3903 Education systems
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Education
Publisher:	Taylor & Francis
Date of acceptance:	20 September 2025
Date Deposited:	29 Oct 2025 11:13
Last Modified:	29 Oct 2025 12:00
DOI or ID number:	10.1080/03004279.2025.2566991
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27342

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