In every classroom, behind the neatly arranged desks and familiar routines, lies a diverse mix of learners, each bringing their unique strengths, challenges, and personal experiences to the learning environment. Among them are students who, despite their presence, often seem invisible in academic performance, classroom participation, or emotional engagement. They are the struggling students, learners who, for various reasons, fail to thrive within the conventional school system. Identifying and supporting these students is not just a matter of academic intervention; it is a moral and professional responsibility of every educator.
The first and most important step in helping a struggling student is recognition. Not all academic difficulties are obvious, and many students go unnoticed because their struggles are masked by behavioural coping mechanisms or a fear of being labelled. Teachers, therefore, must develop a keen sense of observation to detect subtle cues. One of the most common signs is a noticeable decline in academic performance. A student who once performed fairly well but begins to consistently underachieve may be experiencing cognitive overload, emotional distress, or both. In other cases, a student might struggle with basic concepts in reading, mathematics, or writing, which becomes evident through recurring errors, slow progress, or incomplete assignments.
Behavioural changes are another red flag. Students who frequently withdraw from group work, avoid eye contact, or appear unusually quiet may be grappling with low self-esteem or learning difficulties. Conversely, disruptive behaviour, defiance, or inattentiveness can also signal frustration with unaddressed learning needs. Chronic lateness, absenteeism, or a reluctance to come to school are further indicators that something deeper may be amiss.Emotional signals such as anxiety during assessments, fear of being called upon, or an obvious lack of confidence can point to internalised academic struggle. These students may dread failure so deeply that they avoid participation altogether. Others may try to hide their difficulties by pretending not to care, which is a self-protective response to repeated academic disappointment.
While identifying struggling students is crucial, understanding the root causes of their difficulties is equally vital. Struggles in school are rarely the result of laziness or lack of effort. More often, they are symptomatic of deeper, multifaceted challenges that may originate from within the student or their environment. Learning disabilities, such as dyslexia, dyscalculia, or ADHD, are some of the primary internal factors that hinder academic success. These neurodevelopmental conditions affect how a student processes information, manages tasks, or maintains focus. Unfortunately, in many schools, especially in under-resourced settings, these conditions remain undiagnosed, and students are mislabelled as lazy or inattentive.
Emotional and psychological issues also play a significant role. Children who suffer from anxiety, depression, trauma, or chronic stress may find it difficult to concentrate, retain information, or engage socially. A student dealing with bereavement, abuse, family conflict, or economic hardship may carry emotional burdens into the classroom, impeding their ability to learn.
Language barriers can also hinder academic progress, especially for students in multilingual regions or from non-native backgrounds. A child who speaks a different language at home may face challenges comprehending lessons or expressing themselves clearly in the language of instruction. Home environment is another critical factor. Students who grow up in homes lacking educational support, stability, or resources may struggle to complete homework, access books, or maintain regular study routines. A household dealing with unemployment, substance abuse, or neglect creates a chaotic backdrop against which academic success becomes a herculean task.
Lastly, classroom dynamics themselves can contribute to student struggles. A rigid, one-size-fits-all teaching approach leaves little room for individual learning styles or paces. When teaching methods do not cater to diverse needs, students who learn differently fall behind. Overcrowded classrooms, lack of personal attention, or excessive curriculum demands can further exacerbate the issue.
Once a student has been identified as struggling, and the potential causes examined, the next step is intervention. Supporting such learners requires a blend of compassion, strategic planning, and collaboration between teachers, parents, and sometimes external professionals.
The classroom must become an inclusive space where struggling students feel safe, supported, and capable. One way to begin is through differentiated instruction, adapting teaching strategies to meet the diverse needs of learners. This could involve using visual aids for visual learners, incorporating hands-on activities for kinesthetic learners, or offering extra reading time for those who process information slowly. Regular formative assessments can be instrumental in identifying gaps in knowledge before they widen. These low-stakes assessments help teachers track progress, adjust lesson plans, and provide targeted support where needed. It’s important that such assessments be non-threatening and encouraging, aimed at building confidence rather than highlighting failure.
Creating Individualised Education Plans (IEPs) is another effective strategy, particularly for students with diagnosed learning difficulties. These plans lay out personalised learning goals, teaching methods, and assessment styles that suit the student’s specific needs. While more common in special education contexts, elements of IEPs can be applied informally to any struggling student.
Building strong teacher-student relationships is also crucial. A student who feels understood and respected by their teacher is more likely to engage and seek help. Teachers must therefore practise active listening, patience, and empathy. Taking time to speak with students one-on-one can reveal insights into their struggles and allow the teacher to adjust their support accordingly.
Parental involvement is another key element. Engaging parents or guardians in the process ensures that interventions are reinforced at home. Teachers can communicate progress, share strategies, and encourage positive reinforcement from the family. However, in cases where parental support is lacking, schools must find alternative ways to provide consistent encouragement, perhaps through mentoring programmes or peer support systems. Providing emotional support is equally important. Struggling students often feel isolated, ashamed, or demoralised. Schools can offer counselling services, peer mediation programmes, or workshops on stress management and study skills. Equipping students with tools for emotional resilience not only supports academic performance but also strengthens their overall well-being.
Technology can also be a valuable ally. Educational apps and platforms can offer personalised learning experiences, giving students the freedom to practise at their own pace. Text-to-speech tools, interactive exercises, and digital quizzes can make learning more accessible and engaging for students who may find traditional methods challenging. Moreover, creating a classroom culture that normalises mistakes and values effort over perfection can go a long way. Teachers can model vulnerability by acknowledging their own learning curves and celebrating small wins among students. This helps to remove the stigma associated with struggle and encourages a growth mindset.
While the teacher plays a pivotal role, addressing student struggles must be a collective effort. School administrators must support teachers with resources, training, and policies that prioritise inclusive education. Professional development opportunities focusing on special education needs, trauma-informed teaching, and classroom management can empower teachers to respond more effectively. Recognising and supporting struggling students is a task that calls for more than academic insight, it requires empathy, creativity, and a steadfast belief in the potential of every child. Struggles in school are not signs of failure, but invitations to do better—to teach more inclusively, to listen more attentively, and to act more decisively.
