# data[].attributes.body
There are many notable signs you can spot as a teacher. Here are a few:

-Refuse to participate in class

-Avoids contact with teacher and/or fellow classmates

-Poor grades

-Easily frustrated with material

-Rarely or never completes assignments

-Easily angered at others or tries to be distracting to the class by being the class clown

-Anxious behaviors

-Comprehension issues

# data[].attributes.attachment_link.readable_text
How do you know when a student is struggling? Better yet, what are ways that we as educators can support them? In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand, as well as some potential ways to navigate these situations.

Does any of this sound familiar? A student is consistently struggling to receive good grades. In the classroom, they often act out or get easily irritated with your or their peers. Or, a normally straight-A student suddenly has a drop in performance that continues without improvement. They don't seem like their normal, bubbly self in class, and they don't seem to talk to their friends as much like they used to.

So what does it mean? There can be a myriad of reasons for this kind of behavior - not understanding material, problems at home or in social life, mental health challenges - but it's important to learn the signs so you can recognize, and intervene, before it escalates.

Have suggestions, comments, or questions to improve this post or others? Please use this Google Form!

Academically, a struggling student might exhibit the following signs:

1. Rarely turning in or completing assignments

2. Poor quiz/test results

3. Might work longer than others on material but still make very little progress

4. Is easily frustrated by material

5. Avoids being called on if they don't understand the material

6. They don't take good notes or have trouble keeping things organized

7. Distracting others, or the teacher, to get out of doing the work

8. Does a good job on specific problem-sets or pieces of material but often stays there to avoid moving onto material they don't understand

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (to get out of whatever the work is)

Emotionally, or in regards to mental health, a struggling student might exhibit the following signs:

These signs should be seen as a change from normal behavior.

1. Rarely turning in or completing assignments

2. Skips class, or is routinely late

3. Puts hoodie on, sleeps in class, or has head down on desk

4. Significant apathy or tiredness, even when material previously interested them

5. Exiting the classroom abruptly and coming back later

6. Anxious behaviors (tapping feet, biting nails, playing with hands, hair, or clothes, not from boredom)

7. Change in tone and affect (monotone voice, flat facial expressions)

8. Wearing the same clothes repeatedly, unwashed or unkempt hair

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (avoiding socializing, having trouble with emotion regulation, etc.)

More often than not, students don't tell their teachers they're struggling. They might feel like the teacher doesn't care, they're afraid they're going to be pitied (or bullied), or maybe they worry about putting pressure on friends and family about their struggles. They might not want to seem uncool or vulnerable in front of their teacher or others. That's why it is so important to recognize early signs of struggling, before there are escalations that can lead to more intense disciplinary actions or expulsion.

What can you do as an educator?

One option? Ask your student to meet with you privately after class, or during a time when you're both available to chat. Start the conversation off with an ice-breaker: how their week is going, if they saw the football game, if they're excited for an upcoming event.

Next, you'll want to gently ask them about what's been going on.

You might want to use statements like the following:

I noticed you hadn't turned in your homework on Wednesday. You're usually on top of those kinds of things. Is everything okay?

I saw that you've been getting into more arguments with your classmates. This isn't behavior I would expect from you. Is there something going on we should talk about?

I haven't gotten my assignments back from you, and I noticed you weren't too interested in answering questions today in class. Is there something about the material that isn't making sense to you?

You want to give the student room to feel safe and heard if something is going on. If the student does open up to you about something going on - maybe they're going through a break-up, or they are really lost in the current academic unit - this is your opportunity to be empathic, and to potentially offer solutions.

Solutions depend on what the problem is. For example, if it's an academic issue and the student isn't grasping particular material, or gets confused with a new unit, this might be the time to offer one-on-one guidance, refer to a tutor, or ask for another, older student to tutor them. Remind them kindly of your expectations: completed, quality, on-time material - and remind them that they can come to you at any time if they struggle in the future.

Utilizing the counselor's office, or offering one-on-one chats, would be appropriate for individuals who are suffering with mental health concerns. Just remember that it isn't your job to fix what they're going through, but to be a support and figure they can turn to for guidance - somebody who is on "their side." Usually, mental health problems are bigger than one person, and that's when using discretion and informing parents/guardians as well as higher level faculty members can be important.

Ideally, having "check-in" times with these students, even when they seem to be doing better, is helpful to remind them of their goals and that they have you as a support figure. Stay cognizant, be compassionate, and don't be afraid to pull somebody aside to say, "Hey, what's going on?" as a means to help them in the moment, and as a way to prevent things from escalating down the road.

Sources:

Bates, A. (2022, March 10). Spotting the signs that pupils are struggling. Optimus Education. Retrieved October 7, 2022, from https://my.optimus-education.com/spotting-signs-pupils-are-struggling

# data[].attributes.attachment_link.title
How To Spot A Student Who Is Struggling | Gorick

# data[].attributes.attachment_link.description
In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand.

# data[].attributes.body
Students who just need further help with the material, show slightly different signs. They may just need further or different instruction on the material. These include but are not limited to:

-Lack of classroom participation

-Poor grades

-Difficulty with pronunciation and spelling

-Comprehension issues

-Bored in class

-Can't sound out words when reading aloud

# data[].attributes.body
There are many signs that maybe a student might need further help in class. These issues are a bit harder to see as they may be a learning disability and/or a physical disability that can hinder their learning abilities. These signs may be, but not limited to:

-Can you see the physical disability that may need special accommodation in the classroom?

-Body language and ticks

-Behavior differences and issues

-Diagnosed issues that were brought to your attention

-Do they need medication while in class

-Difficulty communicating simple things

-Difficulty focusing, sitting for extended periods of time, paying attention

-Can't follow simple instructions

# data[].attributes.attachment_link.title
What are some signs of learning disabilities?

# data[].attributes.attachment_link.description
Many children have trouble reading, writing, or performing other learning-related tasks at some point. This does not mean they have learning disabilities. A child with a learning disability often has several related signs, and they don’t go away or get better over time. The signs of learning disabilities vary from person to person. Please note that the generally common signs included here are for informational purposes only; the information is not intended to screen for learning disabilities in general or for a specific type of learning disability.

# data[].attributes.body
This technique is a great tool when helping students who are struggling with the class/material. By switching up how you go about teaching the lesson and using different styles, it gives each student a chance to see which style they learn best from. It is a way to tailor your lessons to every child's need.

# data[].attributes.attachment_link.readable_text
At a glance

Differentiated instruction is a teaching approach that tailors instruction to students' different learning needs.

It lets students show what they know in different ways.

It doesn't replace the goals in a child's IEP or 504 plan.

Differentiated instruction is a teaching approach that tailors instruction to all students' learning needs. All the students have the same learning goal. But the instruction varies based on students' interests, preferences, strengths, and struggles.

Instead of teaching the whole group in one way (like a lecture), a teacher uses a bunch of different methods. This can include teaching students in small groups or in one-on-one sessions.

Students have "multiple options for taking in information, making sense of ideas, and expressing what they learn," says Carol Ann Tomlinson, an educator who has done innovative work in this area.

According to Tomlinson, there are four areas where teachers can differentiate instruction:

1. Content: Figuring out what a student needs to learn and which resources will help

2. Process: Activities that help students make sense of what they learn

3. Projects: Ways for students to "show what they know"

4. Learning environment: How the classroom "feels" and how the class works together

This approach works well with the response to intervention (RTI) process used in some schools. The goal of RTI is to address learning struggles early. Students get extra support before they fall behind their peers.

About the author

About the author

Geri Coleman Tucker is a freelance writer and editor and a former deputy managing editor for

Reviewed by

Reviewed by

Kylah Torre is an instructor in the department of special education at Hunter College.

# data[].attributes.attachment_link.description
Differentiated instruction is a teaching approach that tailors instruction to all students' learning needs. Read about how differentiated instruction works.

# data[].attributes.body
By getting to know each individual student, you can surmise who they are as learners. Find out what motivates them, what are their goals, what do they enjoy?, what do they know already?; these answers can help when planning the lessons.

# data[].attributes.body
By using this technique, by providing a solid foundation, it opens the students up to learning how to become independent learners, self-sufficient, and problem solvers. It can also help with their critical thinking skills. You provide a lesson by teaching about the main points and ideas. As the lessons unfold, it requires the students to think, "What is this missing?What more is there?" etc. You can also separate them into small groups, pairs, or by themselves and have them work on a specific project.

# data[].attributes.attachment_link.readable_text
All students need targeted instruction, and some will need higher levels of intervention. ©Monkey Business Images/Shutterstock

Amid all of the important responsibilities of a teacher, one of the most critical constructs to student achievement is support for individual learners. This support is especially needed for students that struggle with specific skills and concepts, including social and emotional learning.

So, how might teachers best support struggling learners in the classroom? As an answer to this singular question, we suggest five principles that can increase results when supporting struggling learners in the elementary grades (primary years).

Know individual students

Effective teachers know their students. Even before explicit instructional modeling, effective teachers know and understand the cognitive and social/emotional launching points of individual students. They know what motivates and excites them to learn at a deeper level.

William Powell and Ochan Kusuma-Powell (2011) assert: 'Educators understand that the business of coming to know our students as learners is simply too important to leave to chance -and that the peril of not undertaking this inquiry is not reaching a learner at all.' Rather, the most impactful teachers see students not as 'another face in the crowd', but as individual and unique people with varying differences, strengths, and opportunities for improvement.

Similarly, when individual students know they are cared for and loved by their own teacher, they will typically provide a genuine effort, giving the teacher a clear picture as to the correct level of support to provide the learner. These supports will eventually spur students to become self-directed, critical thinkers that can work interdependently toward common group goals.

Plan according to the developmental levels of students

Planning for and implementing differentiated instruction holds all students accountable for learning at their own readiness level. It also holds the teacher accountable for delivering the planned instruction at those specific levels; thus reaching all learners.

Accurately differentiating instruction is a very challenging pedagogical skill to master. 'Accuracy' in the planning process means that teachers should start instruction at the present level of development within the classroom. As such, beginning instruction at the correct starting line provides a strong lever for supporting students at the beginning, middle, and end of a lesson.

Above all else, careful planning and tailored instruction communicates to the learner that he or she is important enough to design a customised instructional path that builds on their existing knowledge and skills and addresses their academic and social needs.

Model instruction and follow up with students

Before expecting any learner to work independently or interdependently, effective teachers model via direct or explicit instruction. Grant Wiggins and Jay McTighe (2008) explain: '... the teacher's primary goal is to help learners acquire basic information and skills through explicit instruction and modeling.' This process involves the teacher thinking out loud (e.g. like a sports broadcaster announcing the play-by-play) and explicitly demonstrating the learning activity.

For most students, as the lesson progresses, students take responsibility for independently learning or mastering learning. But for the struggling learner, the teacher pivots toward added supports during each phase of the Gradual Release of Responsibility Framework (Pearson & Gallagher, 1983). The severity of struggle demonstrated by students reflects the level of support needed.

Here, the teacher is immediately responsive to the specific struggle by providing scaffolded supports for closing that learning deficit. For example, a research-based support for English learners is to provide visual representations for words students are learning. Used correctly, this strategy can effectively support all learners in all content and grade levels. This implementation of correct leveled supports can be completed by way of the teacher assessing students throughout the planned lesson.

Assess students throughout the lesson

Assessment with students cannot and should not be left to the end of a lesson. Rather, the assessment and monitoring of student understanding should be done throughout. Specifically, each phase of the release of responsibility framework (see above), should include a formative assessment feature.

We recommend assessments such as anecdotal records, observations/notes, strategic questioning, individual student whiteboards, etcetera, so that an immediate response can be implemented by the teacher. This assessment response can effectively direct the learner back to accurate work and an increased understanding of the concept.

Dylan Wiliam (2011) suggests: 'Assessment functions formatively when it improves the instructional decisions that are made by teachers ...' Dependent on the assessment results, these instructional decisions require the teacher to implement support interventions in a thoughtful and purposeful way before a concept will be learned by the student.

Provide consistent one-on-one or small group interventions

All students need targeted instruction. Some students will need higher levels of intervention than others. These interventions will vary from brief interactions to clear up foundational misunderstandings to ones that are intensive, ongoing collaborations that will need consistent and thoughtful implementation.

Regardless of the level of intervention, when students enjoy what happens in an intervention, an increase in their autonomy, self-efficacy, and motivation surfaces, which promotes mastery and competence of academic skills (Schunk, 1996). These interventions should be delivered through small-group instruction using engaging strategies that are responsive to minor student skill deficits. As needed, teachers will also implement a higher-tiered intervention that still targets skill deficits, but benefits the learner with one-on-one, undivided attention. This small group and one-on-one support system should be implemented on an ongoing and routine basis.

These five principles are essential, yet effective ways to get struggling learners the support they need so they are ready for independent and interdependent learning.

Educators may rely on elaborate programs and curriculum software to get students to the next phase of their achievement. However, in reality, the most talented and focused teachers replace these with targeted instruction and specific follow-up needed for struggling students to soar. It is this instruction and critical time spent with individuals that will push them past their struggles and onto new levels of achievement.
References
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344.

Powell, W., & Kusuma-Powell, O. (2011). How to teach now: Five keys to personalized learning in the global classroom. Alexandria, VA: ASCD.

Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33(2), 359-382.

Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41.

Wiliam, D. (2013). Assessment: The Bridge between Teaching and Learning. Voices from the Middle. 21(2), 15-20.

# data[].attributes.attachment_link.title
Five principles for supporting struggling learners

# data[].attributes.attachment_link.description
Dr Bryan Matera and Dr Joel Traver suggest five principles that can increase results when supporting struggling learners in the primary years.

# data[].attributes.body
If a student has a physical disability in your classroom, there are many simple adjustments that can be made.

-Arrange the desks to be accessible for the disability

-Make materials accessible

-Think about lesson transitions

-Make lessons as inclusive as possible

# data[].attributes.attachment_link.readable_text
Inclusive classroom spaces teach our students about the fundamental importance of inclusion and equality. They ensure our classrooms are accessible to all and enable every student to feel a sense of belonging.

We need to think about inclusion in every aspect of a classroom layout. As set out in the UN Declaration of Rights for People with Disabilities, all students with disabilities have the right to full participation in the daily life of a classroom.

Below are some important considerations for a teacher designing a space for students with physical disabilities.

1. Minimize Distances Traveled

Students with physical disabilities may find it difficult to travel between spaces in the classroom. To minimize travel distances for students with disabilities, ensure there is ample open space between workstations that allows ease of access to all areas of the classroom.

A horseshoe-shaped workstation, for example, might be insufficient for students with physical disabilities, as it requires taking long detours around the classroom.

2. Make the Whole Classroom Accessible

Mobility does not simply involve access between the student's desk and the door to the classroom.

Seating a student with a disability by the door or placing them at a separate desk may appear convenient and easy. However, it physically separates students from their peers and learning materials.

Similarly, giving a student with a disability a dedicated and separated space in the room also sends a damaging message to the student that they are an inconvenience.

Therefore, ensure students with disabilities are able to move around the whole classroom so that they can participate in all workstation and group-work activities. In particular, aim to ensure all pathways, desks, and computer workstations are accessible for students with physical disabilities.

Another common issue is clutter on the floor preventing students with walking aids or wheelchairs from moving around freely. Ensure all students are keeping their bags, pencil cases, and other belongings neatly stored at all times.

[contextly_auto_sidebar]

3. Make All Materials Accessible

It is not always possible to place all materials at accessible heights and locations. However, I focus on placing the most commonly utilized classroom materials in the most accessible spaces. Whenever possible, I aim to make all regularly utilized materials accessible for students with physical disabilities.

While reach may be the primary concern when thinking about accessibility, it is not the only one. I have had several students with limited fine motor skills, for example. A solution here is to place all commonly used materials in drawers with large, easy-to-grasp handles.

4. Think About Lesson Transitions

Lesson transitions are often a pivotal moment in which a student's physical disability must be treated with sensitivity. Teachers may need to be proactive in giving subtle signals to a student with a physical disability to begin preparing for a lesson transition earlier than their peers.

Students with inhibited eyesight, for example, may require additional time to pack their belongings. Students who need walking aids may require additional time to set them up. By providing early warnings to these students, teachers can prevent instances where the student is singled out as 'running late.'

5. Make Accommodations for Guests With Physical Disabilities

Often, teachers only consider the needs of students in their class. A teacher may only actively think about accessibility when they learn they will have a child with a disability in their class for the year.

However, many important classroom guests may also have physical mobility requirements. Parents with disabilities have as much right as any other parent to access the classroom. Teachers in the school with physical disabilities may also need to access your classroom from time to time.

Being prepared for these possibilities before the guest arrives makes the guest feel more welcome within the space. It also prevents situations in which people with physical disabilities are made to feel like an inconvenience.

Final Thoughts

While sometimes our ideal classroom space is not possible due to financial and architectural limitations, there are always small steps that teachers can take to make their space more inclusive. Bigger picture issues-such as getting larger and more modern classrooms-may require further advocacy and lobbying.

Inclusive classroom design shows our students with disabilities that they are valued and normalizes inclusive attitudes for all our students to emulate. Small acts by the classroom teacher to make the classroom a more inclusive space such as rearranging desks, being sensitive to transition requirements and removing clutter can go a long way toward creating a sense of belonging and inclusion in every classroom.
Do you have any tips on setting up inclusive classroom spaces? Come and share in our WeAreTeachers HELPLINE group on Facebook. Plus, 50 tips and tricks for making your teaching more inclusive.

# data[].attributes.attachment_link.title
How to Create Inclusive Classroom Spaces for Students With Physical Disabilities

# data[].attributes.attachment_link.description
How can teachers create more inclusive classroom spaces for students with physical disabilities? Use these guiding principles to start.

# data[].attributes.body
No matter if the student has a learning disability, physical disability, or is just struggling, parents need to be kept informed and involved with their child's education. If a teacher notices a student struggling over a period of time, they need to first talk with the student to find out what is going on. Next, they need to talk with the parent(s) of said student about what was discussed and come up with a plan of action going forward. There are many things a parent can do to help their child at home. One of the best things, especially with language learning, is for the parent(s) to read to the child at home. They can also do special assistive activities given by the teacher, to take home and work with their child. A child's education is a team effort with the teacher and the parent(s).

# data[].attributes.headline
Does the child need Special Education Services?

# data[].attributes.subject
Does the child need Special Education Services?

# data[].attributes.body
One of the first things to consider is if the child has a learning difficulty that greatly hinders their ability to learn in the classroom. With some disabilities, they may just need some extra assistance from the teacher and their fellow classmates, like ADHD or some forms of dyslexia. Other forms of disabilities would greatly benefit from special education classes. This is determined by both the parent(s) and the teacher talking with each other and discussing the needs of the child and which setting if best. It also depends on if the school has special education classes. Many public schools in Asia don't have special ed. This will then come down do how best can the school and teacher help the child and what resources are available.

# data[].attributes.attachment_link.title
What is special education and why is it important? | Exceptional Lives

# data[].attributes.attachment_link.description
Students with disabilities need services to help them learn. Read about why special education may be important for your child.