School Difficulties Research Articles

Socioeconomic outcomes beyond 30 years of age in a cohort born with very low birth weight.

As survival of infants born prematurely has increased dramatically, questions on long-term consequences have emerged. Our aim was to investigate long-term effects of very low birth weight on socioeconomic outcomes. One hundred and fifty very low birth weight infants (VLBW) born from 1980 to 1982 at Rigshospitalet, Denmark, who had previously been followed up at age 2, 4 and 18 years, were compared to cohorts of low birth weight, normal birth weight (NBW) and a national population-based reference cohort. From the Danish national registers we obtained data regarding educational level, financial independence and living arrangements. In addition, we used the previously published results from the three cohorts. The VLBW cohort had lower intelligence quotient and higher risk of significant school difficulties evaluated at age 4 and 18 years. When compared to the NBW cohort, at 30-36 years of age the VLBW cohort tended to have lower educational level, OR 1.7, 95% CI 0.8-3.9, were not financially independent OR 1.5, 95% CI 0.6-3.7, lived alone OR 2.0, 95% CI 1.0-3.8 and had higher rates of the combination of all three outcomes, OR 3.2, 95% CI 0.7-15.8. We found trends towards poor socioeconomic outcomes in young adults born with VLBW. The relative disadvantages appeared smaller than that in childhood.

Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties: a longitudinal case study from primary to the end of secondary school

ABSTRACT This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

Strategi Sekolah Dalam Mempertahankan Kualitas Lulusan Siswa Pada Masa Pandemi Covid-19 di SMA Negeri 1 Padang

The pandemic began to occur in early 2020. Due to the pandemic, education was conducted online. This raises several problems ranging from the difficulty of schools in adapting to even causing students to experience difficulties in learning and resulting in learning loss which makes the quality of school graduates experience a decline in quality. Therefore, this study looks at the strategy of SMA Negeri 1 Padang in maintaining the quality of graduates during the Covid-19 pandemic. This research was analyzed using a qualitative approach with the type of case study research. The informant selection technique in this study used a purposive sampling technique with a total of 7 informants consisting of school officials such as school principals, curriculum representatives, student representatives, counseling teachers, teaching teachers, and several students. Data collection techniques were carried out by direct observation to the research location, namely SMAN 1 Padang, interviewing informants in the field by asking several questions about the problems the authors faced and doing documentation. Data analysis techniques used in this study are data reduction, data presentation, data verification from Miles and Huberman. The validity of the data is done by data triangulation. The theory used in this research is the structural-functional theory from Talkott Parsons with the A.G.I.L (Adaptation, Goal, Integrity, and Latency) scheme. This theory views society as a unified system that functions with each other. If one system in society does not function properly, then the other system will experience problems. The results of this study are SMA Negeri 1 Padang is able to maintain the quality of graduates during online learning by using several strategies in implementing the online learning process so that learning can run with school quality standards so that school graduates are able to graduate to the most favorite PTN in Indonesia.

Need Analysis of Mathematics Edutainment Applications to Improve Numeracy Ability of Students with Mathematic Learning Difficulties in Inclusive Schools

A key component of many learning difficulties is a significant discrepancy factor between students' ability and academic achievement. The objective of this research is to determine the students' need for mathematics edutainment applications to improve the numeracy ability of students with mathematic learning difficulties in inclusive schools. This research used a descriptive qualitative method. The research subject consisted of 17 students of four-grade with mathematic learning difficulties in inclusive schools. The research data was collected by questionnaire, interview, and material analysis. The research results revealed that learning in schools has never used technology-based media, many learning materials have not been achieved, and learning is still adopted by teacher-centered learning. The learning was monotonous, less attractive, and less motivating for students to build mathematical concepts. Based on the results, it is concluded that it is necessary to develop mathematical edutainment applications that allow the realization of effective, adaptive, and fun learning media for involving students and helping students' achievement actively.

Exploring Senior Phase teachers' competencies in supporting learners with specific learning difficulties: Implications for inclusive education.

BackgroundTeaching learners with specific learning difficulties requires competent teachers who can provide learning support. Competencies such as identifying learning difficulties, assessing learners, designing interventions such as curriculum differentiation and facilitating referral systems are crucial. However, Senior Phase teachers in South Africa seem to be challenged when it comes to providing learning support. Consequently, learners do not meet the desired learning outcomes.ObjectivesThe purpose of this study was to explore Senior Phase teachers’ competencies in supporting learners with specific learning difficulties in four mainstream schools.MethodsA qualitative research approach and phenomenological research design were used. Eighteen teachers who were members of the school-based support teams, including learning support educators, were selected through purposive sampling. Data were collected through individual and focus group interviews, the analysis of support forms and field notes. A thematic data analysis was used to generate findings.ResultsThe thematic data analysis revealed discrepancies relating to participants’ competencies in identifying language difficulties, short-term memory problems and contextual barriers. Also, participants differed in collaborating with peers, social workers, and the district-based support teams. Furthermore, some participants were able to design intervention programmes and facilitate internal and external referral processes.ConclusionThe study concludes that teachers have different competencies in providing learning support. Therefore, the Department of Basic Education should provide a clear practical learning support strategy in the Senior Phase mainstream schools as well as continuous professional development for teachers couple with monitoring.ContributionIt is envisioned that the study will contribute to understanding teachers’ competences in providing learning support for learners with specific learning difficulties in the senior phase. The study advocates for collaborative continuous professional teacher development focusing on interventions programmes to support learners with specific learning difficulties in the mainstream schools.

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Emotional and behavioural problems have marked adverse effects on school engagement and student performance. While previous studies have investigated the transition from primary to secondary school, middle to high-school transitions are not well-documented. Therefore, this qualitative study focuses on teachers charged with special needs classes in middle schools to identify their difficulties in supporting the career decisions of students with social, emotional, and behavioural difficulties. The study participants consisted of 18 teachers from special needs classes in Japanese middle schools. We identified three themes concerning teachers’ experiences: difficulties in determining students’ future trajectories, difficulties in collaborating with stakeholders, and teachers’ considerations of what is important. The findings suggest that the stigmas associated with social, emotional, and behavioural difficulties interfere career path choices of such students. Therefore, future studies about these students are essential for supporting career path-related decision-making among the teachers, students, and parents.

Sleep and Psychosocial Characteristics of Children with Narcolepsy According to Their Intellectual Profile: A Case-Control Study.

Adequate intellectual abilities are a protective factor for psychosocial adjustments in chronic disorders. The main objective of this study was to assess the cognitive abilities, sleep, and psychosocial characteristics of children with narcolepsy compared to controls, according to their intellectual profile. Children underwent a polysomnography, completed an intellectual ability assessment, and filled out standardized questionnaires. The group with an intelligence quotient (IQ) in the area of high intellectual potential (high IQ, HIQ) consisted of 25 children with narcolepsy (HIQ-N, 40% boys, median age 11.5 years, 48% with obesity, 60% under treatment) and 25 controls (HIQ-C, 68% boys, median age 11.7 years). Compared to HIQ-C, HIQ-N had a lower perceptual reasoning index and fewer conduct disorders. The group with an IQ in the normal range (NIQ) consisted of 22 children with narcolepsy (NIQ-N, 55% boys, median age 12.1 years, 59% with obesity, 64% under treatment) and 21 controls (NIQ-C, 68% boys, median age 10 years). NIQ-N presented the same intellectual profile as NIQ-C but reported more school difficulties. In children with HIQ, those with narcolepsy appear to have a different cognitive profile than controls. NIQ seems to predict a greater impact of narcolepsy on daily-life functioning.

Children's Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise.

Environmental noise is one of the main sources of pollution in today’s modern world. Health effects associated with noise depend on both environmental exposure and individuals’ noise sensitivity. However, still little is known as to why some children are more noise sensitive than others. Studies to date have focused on adult populations and have not considered both cognitive and personality factors when explaining noise sensitivity. The current research investigates individual differences in noise sensitivity among elementary school children, with the aim of shedding light on its underlying mechanisms. Study 1 (n = 112) validated a novel questionnaire assessing children’s reactions to classroom noise against two measures of noise sensitivity that are commonly used in adult populations. Study 2 (n = 237) investigated how children’s reactions to classroom noise covaried with their effortful control and prosocial skills, both measured through a teacher report. Prosocial skills were not related to children’s reactions to noise. However, children with lower effortful control skills reported more negative reactions to classroom noise. Given the importance of effortful control skills to succeed at school, children at risk of school difficulty might also be the ones who are particularly vulnerable to noise.

Unicorns and Blessings: Supporting Culturally Diverse Twice-Exceptional Learners Through Learning Lab

Twice exceptional (2e) students are students who are both gifted and have a disability. At the intersection of exceptionality and race, twice exceptional students from racially minoritized communities may experience behavioral difficulties in schools. In this article, we provide information for educators as well as school and district administrators about the unique challenges and possibilities in teaching 2e students of color. We offer a research-based collective problem-solving process, Learning Lab, that brings together practitioners, students, school and district leaders, families, and community members, especially those who have been excluded from schools’ decision-making activities. Learning Lab members engage in root cause analyses, map out their existing behavioral support system, and design a culturally responsive school wide behavioral support model in response to experiences, resources, needs, and goals of 2e students and their school contexts. In Learning Labs, the local school community has power in determining the future of their school. Practitioners, students, family and community members’ diverse histories and interests are utilized to develop just, effective, and gifted schools for all.

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States.

This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of reading provides an innovative approach for acknowledging multilevel factors contributing to disparities. The ecological considerations of both individual differences in learners and conditions within and outside of schools ensures that scientific advances are realized for learners who are more vulnerable to experiencing reading difficulty in school.

Sistem Bilik Steril Dengan Perangkat Mist Maker Dan Arduino Uno Menggunakan Metode Sekuensial Linier

Lintas Era Digital is a company engaged in the business of Technology Development as a School Vendor to work on various difficulties in schools within the scope of information technology such as Websites, Computer Based Test (CBT) Applications, Learning Management System (LMS) Applications and Electronic Cases, CCTV, Computers, laptops and procurement of tools for the prevention of Covid-19 that use electronic elements. The problem that is being faced by this company and from some current clients is the Covid-19 prevention tool that is still not in accordance with health protocols, there are still many shortcomings that are currently being faced, one of which is the Sterilization System using sterile booths automatically using a microcontroller. To overcome the problems above, it can be used a tool in the form of a microcontroller using several sensors such as a PIR Sensor (Passive Infrared Sensor) and using a Mist Maker tool (condensing device). The goal is to facilitate the performance of sterilization. In this study the author uses the C programming language.With a sterilization system using this microcontroller, it can help the community to find it easy to carry out health protocols. To be able to run this microcontroller, the author makes settings for the tool so that people can directly use the tool.

Sociocultural variables have a major impact on participation in patients treated for paediatric posterior fossa tumours.

This study investigates the severeness of participation barriers in patients surviving paediatric posterior fossa tumours (PFT) many years after treatment. In the past, aetiological studies on adverse outcome have primarily focused on pathobiological risk factors. The current analysis aims to investigate the importance of environmental variables. On average, 10 years after diagnosis, educational and social difficulties of 42 patients surviving paediatric PFT (mean age 17 years) were inquired using a self-constructed questionnaire following the Psychosocial Resource-Orientated Assessment (PREDI). Educational or social participation barriers were defined by self- and/or proxy-reported difficulties in school or in peer relationships. Accordingly, the children and adolescents were categorized into groups of adequate and limited participation. Subsequently, the study identified potential pathobiological (treatment type, hydrocephalus, tumour relapse, gender, age at diagnosis, seizures and cerebellar mutism) and environmental (parental and maternal education, siblings, main language, discrepancies between personal and environmental values, regular physical activity and private living space) risk factors and investigated whether patients with adequate and limited participation differed in the number of risk factors. Almost one decade after treatment, two thirds of patients experienced educational and/or social difficulties. Patients with limited participation were more frequently associated with environmental factors such as low maternal education degree, siblings, main language other than German, discrepancies between societal and personal values and irregular physical activity, as well as the pathobiological risk factors treatment type, hydrocephalus, tumour relapse, cerebellar mutism and seizures. These variables significantly discriminated between patients with and without limited participation. Limited participation in patients treated for paediatric PFT is common. Next to pathobiological, also environmental risk factors play a major role in educational and social participation barriers. This highlights the fact that solely considering pathobiology is not sufficient when investigating risk factors for the emergence of late sequelae. Future aetiological studies must adopt a biopsychosocial perspective.

President Obama's Humble Face: An Authentic or a Socially Desirable Posturing? A Study on Reactions to Obama's Autobiographical Self-Disclosures.

Referring to the mainstream studies based on the personalization’s hypothesis, which positively evaluates signals of dominance shown by leaders, the analysis of Obama’s rhetoric stays a relevant exception. His risky recall, during his political talks, of his social difficulties as a child of a mixed couple was in fact one of the more surprising aspects of his success. Nevertheless, reactions to his autobiographical sharing were scarcely explored. Based on the idea that these self-disclosures signal his responsivity toward the audience of low social condition and can, therefore, be defined as a sign of humility, this research aims to test if coherence between Obama’s words and his facial expressions of contempt, due to the seriousness of social injustices endured in his childhood, may influence the receivers’ perception of such unexpected communication. Before reading a brief autobiographical sharing taken from a “Back-to-school” speech, a highly ritualized monolog the US President addresses each year to students, 175 Italian participants were presented with a photo of Obama displaying either an expression of contempt (taken from the video of the speech) or a neutral expression. Comparisons between self-assessments of perceptions and reactions of participants assigned to the two experimental conditions show that a facial expression of contempt, coherent with words describing his school difficulties, has been crucial for perceiving this humble political discourse as authentic and not as a simple socially desirable posturing. More studies seem to be needed, however, to understand how humble speech could enhance the positive face of leaders or backfire against them.

Perspectives of socioeconomically disadvantaged parents on their children's coping during COVID-19: Implications for practice.

Disruptions caused by COVID‐19 have the potential to create long‐term negative impacts on children's well‐being and development, especially among socioeconomically disadvantaged children. However, we know little about how socioeconomically disadvantaged families are coping with the pandemic, nor the types of support needed. This study presents qualitative analysis of responses to an open‐ended question asking parents how children are coping with the restrictions associated with COVID‐19, to identify areas in which these cohorts can be supported. Four main themes were identified: health concerns, schooling difficulties, social isolation and adjustment to restrictions. Health concerns included exacerbation of pre‐existing health conditions, fear about the virus, difficulty getting children to understand the pandemic and increased sedentary behaviour. Schooling difficulties referred to the challenges of home schooling, which were behavioural (e.g. difficulty concentrating) and logistical (e.g. technology). Social isolation, expressed as missing friends, family and/or institutions was common. Finally, parents expressed that children experienced both positive adjustments to restrictions, such as spending more time with family, and negative adjustments such as increased screen time. Many responses from parents touched on topics across multiple themes, indicating a need for comprehensive, holistic assessment of children's and families' needs in the provision of support services. The content of the themes supports calls for resources to support children and families including increased financial and practical accessibility of social services, physical health and exercise support, mental health support and COVID‐19 communication guides.

QOL-27. Sociocultural variables have a major impact on participation in patients treated for pediatric posterior fossa tumors

Abstract OBJECTIVE: This study investigates the extent of participation barriers in patients with pediatric posterior fossa tumors (PFTs) at long-term follow-up. While most studies focus on pathobiological variables that promote the occurrence of adverse late effects, the present analysis aims to investigate the importance of environmental variables. METHOD: Ten years after tumor diagnosis, 42 patients (mean age: 17 years) treated at our pediatric neuro-oncology unit were assessed for school and social difficulties using a questionnaire developed within the framework of this study. Participation barriers were assumed if patients and/or their parents reported difficulties at school or with peers. The children and adolescents were classified into groups with adequate and limited participation. Potential pathobiological (treatment type, hydrocephalus, tumor recurrence, gender, age at diagnosis, seizures, cerebellar mutism) and environmental risk factors (parental and maternal education, siblings, primary language, discrepancies between personal and environmental values, regular physical activity, private housing) were identified and examined to see if the participation groups differed in the amount of risk factors. RESULTS: Almost a decade after treatment, two thirds of the patients had school and/or social difficulties. Not only pathobiological risk factors (type of treatment, hydrocephalus, tumor recurrence, cerebellar mutism and seizures), but also environmental factors (low maternal education level, siblings, a main language other than German, discrepancies between social and personal values, and irregular physical activity) were associated with limited participation. These variables discriminated significantly between patients with and without participation barriers. CONCLUSION: Participation barriers in patients treated for pediatric PFT are frequent. In addition to pathobiological variables, environmental risk factors also play an important role in limiting school and social participation. This underlines the fact that a sole consideration of pathobiology is not sufficient when examining risk factors for the occurrence of late effects. The adoption of biopsychosocial perspectives in future studies is inevitable.

Rola odruchów prymitywnych i posturalnych u dziecka

In this article I describe primitive and postural reflexes and their role and importance in development. A child’s primitive reflexes develop already in the womb. They appear between 9 and 12 weeks after conception, but become fully mature much later. The development of technology has made it possible to observe the child’s development in the womb. Thanks to modern ultrasound examinations we can observe the child’s reflexes during prenatal life. A child coming into the world leaves an environment that fulfills his needs automatically. Postural reflexes appear after birth, within the first year of a child’s life. They develop as the baby grows and acquires new skills. Their formation is mediated by the midbrain and the cerebral cortex. Postural reflexes are automatic reactions to maintain balance, stability and flexibility of the body. The article contains 7 photos of a little girl during examination her reflexes. The following article presents how to check individual reflexes, the time when they should occur and the time when they should disappear. Persistent reflex problems are not limited to childhood. If problems resulting from pathological primitive reflexes are not corrected in childhood, they will mature with the child. Difficulties can manifest themselves in many ways for example as school difficulties or emotional difficulties.

Research title "Assessment of Management Performance of Nineveh primary school principals from the Physical Education teachers in light of the Corona Pandemic "

The current research aims at :- 1 - evaluating the performance of school principals in order to improve and develop the performance of school principals administratively and technically. 2 - Improving and developing the educational process. The researcher believes that the problem of the research lies in the fact that school principals face many challenges and difficulties that hinder their progress towards achieving their goals and objectives, which makes it imperative for school principals to work at a steady and deliberate pace to reform all aspects of the educational system. Primary in Nineveh Governorate from the point of view of physical education teachers. 2 - Detection of whether there are significant differences at the significance level (a ≤ 0.05) in the degrees of the sample members’ answers to the reality of evaluating the performance of primary school principals in Nineveh Governorate from the point of view of physical education teachers. The researcher used the descriptive approach in the survey method for its suitability and the nature of the research. The research community included physical education teachers in primary schools (right side) in Nineveh Governorate, who are actually attending for the academic year (2020-2021), amounting to 180 male and female teachers. The researcher used the questionnaire as a tool for data collection, where the researcher used a questionnaire prepared by (Qusay Fawzi Khalaf, 2009). The researcher concluded 1 - The lack of experience of primary school principals in managing schools using modern electronic methods in light of the Corona pandemic.2 - Weakness in the administrative aspect of some Principals of primary schools in Nineveh Governorate. The researcher recommended 1 - the necessity of continuity of the process of evaluating primary school principals at the beginning of each academic year and continues until the end . 2- Providing continuous and immediate feedback aimed at improving performance

Risk Factors and Challenging Management of Lung Adenocarcinoma in Young Adult Women: Case Series

Introduction: Lung cancer found in young age is relatively rare with a percentage of cases only 1.4% of overall lung cancer cases in the world. Case: We reported two cases of lung adenocarcinoma in young women aged less than 30. The first case was lung adenosquamous carcinoma in a 28-year-old woman, a passive smoker, who had a family history of cancer. She had the mutation of epidermal growth factor receptor (EGFR) exon 19 deletion and received 1st generation of tyrosine kinase inhibitor. Since the patient was diagnosed at advanced stage with poor performance status, she died within 2 months after being diagnosed. The second case was lung adenocarcinoma in a 23-year-old woman. The patient was a passive smoker and had a history of cancer in the family. She was diagnosed at an advanced stage but with good performance status. The patient underwent chemotherapy with Pemetrexed-Platinum in 6 cycles and 15 cycles of radiotherapy. Conclusion: Lung cancer at a young age is more common in non-smoking female with the histopathology type adenocarcinoma. Non-specific early symptoms become a problem in the early enforcement of lung cancer at a young age. Many cancer-related issues occur in young cancer patient such as premature death, increased dependence on parents, difficulty in school and work due to medication, and reproductive disturbance.

0413 Are High Intellectual Abilities a Protective Factor for Psycho-social Repercussions in Children with Narcolepsy?

Abstract Introduction Narcolepsy can have deleterious impact on cognitive and psychosocial functioning. Adequate intellectual abilities are generally a protective factor for bio-psycho-social adjustments in chronic disorders. The main objective of this study was to describe sleep, cognitive abilities and psychosocial repercussions between children with narcolepsy and controls according to the intellectual abilities’ classification. Methods Children with narcolepsy and controls underwent one-night polysomnography, completed an intellectual abilities assessment (WISC) and filled in the Epworth Sleepiness Scale for children, the Insomnia Severity Index, the Children Depression Inventory and the Conners. Comparisons between children with narcolepsy and controls were made in two subgroups with High intellectual Potentialities (HP; with an IQ or a verbal or reasoning index higher or equal to 130 evaluated by the WISC) or without HP. Results The group with HP consisted of 25 children with narcolepsy (40% boys, median 11,5 years) and 25 controls (68% boys, median 11,7 years). Compared to the controls, the children with narcolepsy did not present the same intellectual profile at the WISC (lower perceptual reasoning index and less discrepancy between verbal and perceptual indexes). They had fewer conduct disorders and a tendency to have fewer school difficulties, learning disabilities, and impulsivity than controls. The group without HP consisted of 22 children with narcolepsy (55% boys, median 12,1 years) and 21 controls (68% boys, median 10 years). The children with narcolepsy presented the same intellectual profile at the WISC as their peers without narcolepsy, but they reported more school difficulties and higher insomnia scores. Compared to controls, both groups of children with narcolepsy had higher sleepiness scores and showed a classic pattern of narcolepsy characteristics on the PSG. There was no difference for the socio-economic level of parents between groups. Conclusion In children with narcolepsy, high intellectual abilities act as protective factor against the impact of the disease on cognitive and adaptive functioning, whereas normal-to-low intellectual abilities predict a greater impact of the pathology on daily-life functioning, highlighting the need for multifactorial management. Support (If Any) This work was supported by a French Grant from the SFRMS to Marine Thieux.

Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review

ABSTRACT This study provides a systematic review of previous research about teachers’ gendered perceptions of pupils with diagnoses or symptoms of attention deficit hyperactivity disorder (ADHD). This review was conducted using the databases Scopus, Web of Science and ERIC. Nineteen articles were selected after narrowing down a total of 121 articles, in accordance with inclusion criteria. In sum, previous research concludes that teachers’ identification, assessment and attitudes related to pupils with ADHD diagnoses or symptoms are associated with the pupils’ gender. When pupils exhibit academic, emotional or behavioural difficulties, teachers assess girls’ impairments more severe than boys’ impairments. Nevertheless, teachers are more likely to recommend treatment, counselling and/or medication to boys than to girls. While teachers’ perceptions of pupils’ difficulties are gendered, strategies or methods for teaching pupils with ADHD seem not to be. In the articles included in this review, there are hardly any examples given of gender-sensitive teaching methods. Furthermore, it is concluded that regardless of gender aspects, a deficit perspective dominates in research presented in this article, and it appears that children are held responsible for school difficulties while the school setting is not.