Embedding a qualified learning difficulties teacher within a hospital multidisciplinary learning difficulties clinic: perspectives of school staff

Students with learning difficulties require comprehensive support. This study examines school staff’s perspectives of collaborating with the qualified teacher who is part of the multidisciplinary team in the Royal Children’s Hospital Learning Difficulties Clinic (RCH-LDC) in Melbourne, Australia. Using thematic analysis of survey responses from 10 teachers, we explored the benefits, challenges, and improvements in this model. School staff valued the qualified teacher’s role in bridging communication gaps between health professionals, schools, and families, translating clinical assessments into practical classroom strategies. They reported improved understanding of student needs, leading to improved learning outcomes. However, resource constraints, staff shortages, and parent communication difficulties hindered consistent implementation. This research underscores the importance of communication, resources, collaboration, and a multidisciplinary approach in supporting students with learning difficulties.