Meeting the well-being needs of children with literacy difficulties: a whole school appreciation of adaptive teaching strategies that prioritise the individual

Wood, P ORCID: 0000-0002-2727-9342, Ross, H and Malone, E (2025) Meeting the well-being needs of children with literacy difficulties: a whole school appreciation of adaptive teaching strategies that prioritise the individual. Pastoral Care in Education. pp. 1-19. ISSN 0264-3944

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Abstract

Whilst much is known regarding the health and well-being of school pupils in primary schools, there is less understanding of the factors that may hinder or facilitate improvement in these areas for children with literacy difficulties. This article, based on a research study that derived data from primary school staff members via individual interviews, and from a range of school children through a series of multi-modal focus groups, provides insight into the lived experiences of practitioners and pupils, in terms of the factors that influence the well-being needs of those with literacy difficulties. The findings show that adaptive teaching strategies that place the individual child’s specific challenges at the forefront of the support for those with literacy difficulties were valued by both practitioner and pupil, and that a whole school approach that prioritised this stance produced beneficial outcomes. Implications of the findings, in terms of the nuances of adaptive teaching and the potential pitfalls to achieving a whole school approach, are discussed, and recommendations for future practice and research, that stem from these, are made.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; 3903 Education systems; 3904 Specialist studies in education
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education
Divisions:	Education
Publisher:	Taylor & Francis Group
Date of acceptance:	9 October 2025
Date of first compliant Open Access:	15 October 2025
Date Deposited:	15 Oct 2025 09:38
Last Modified:	15 Oct 2025 09:45
DOI or ID number:	10.1080/02643944.2025.2574440
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27343

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