Abstract
ABSTRACT This qualitative study explored the school perceptions of Icelandic students with learning difficulties, factors affecting their academic progress and well-being, and how their views developed over time. The purpose of this study was to gain knowledge to assess the school experience of children with learning difficulties in Iceland. Semi-structured individual interviews were conducted with five students repeatedly over a period of three school years. A qualitative, reflexive thematic analysis was used to develop themes from students’ answers over time. The interviews revealed that participants’ general well-being in school appeared to be connected to peer acceptance and friendships. While participants generally held positive attitudes towards school, they developed a negative attitude towards homework as they grew older. The students’ perceptions of their schooling underscored the importance of listening to students’ preferences regarding their studies and identifying what can support their well-being.
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