Abstract The Response to Intervention (RTI) model promotes early identification of students with academic difficulties, enabling intensive and rapid support. While most research on RTI focuses on the efficacy of the intervention, few studies explore the social validity of interventions especially in Europe. This pilot study tested, for the first time in Switzerland, the efficacy of a Tier‐2 mathematics support programme for first‐grade students and collected teacher and student perceptions through focus groups. Forty‐five students (mean age = 7.26 years) were individually assessed; 15 of them, identified as at risk, received 12–14 targeted sessions. Post‐test results showed significant progress for students who participated in the intervention. In addition, their post‐test average was no longer different from the group average, unlike in the pre‐test. Teachers and students reported high satisfaction with the programme, emphasizing its usefulness and feasibility. Suggestions for improvement were also collected. In conclusion, this research shows that targeted support can prevent school exclusion and strengthen the success of students with learning difficulties by providing them with inclusive support.
Lacombe et al. (Wed,) studied this question.