Teaching Students with Mild Learning Difficulties

Purpose: The goals of this study were to document and compare how pupils with mild learning difficulties in Grades 1–3 are taught and assessed in two Lagos private elementary schools (Soc, 2013; SeedO, 2025), both of which lacked formal special education (SEN) programs and relied on uniform written examinations, and to examine challenges related to differentiation and continuity across grades. By replicating the 2013 protocol at a different school in 2025, I was able to examine consistencies and inconsistencies in instructional and assessment practices across sites and time. Methodology: The study adopted a qualitative descriptive approach because it supports low-inference, practice-near accounts and rich descriptions of schooling as it unfolds in natural settings (Sandelowski, 2000; Merriam, 2009; Johnson & Christensen, 2020). I employed a qualitative multiple-case study design, examining two Lagos primary schools at different time points in order to compare instructional and assessment practices and identify patterns of continuity and variation across sites and time (Yin, 2018). By using the same semi-structured interview guide and classroom observation protocol at both sites, I held instruments and procedures constant and examined whether themes identified in 2013 reappeared in a different school in 2025. Consistent with naturalistic inquiry, I prioritized participants’ perspectives in situ and generated thick description to illuminate how learners and teachers experienced teaching and assessment (Lincoln & Guba, 1985; Walliman, 2017). Findings: The study revealed from the analysis that teachers understood mild learning difficulties mainly by comparing pupils to their peers and explained these difficulties largely through home, developmental, and contextual factors. Teachers believed that pupils with mild learning difficulties could improve and eventually catch up if given enough time and support. They used strategies such as re teaching, multimodal instruction, and one on one support to help pupils, but these practices were not applied consistently. Instructional time was frequently limited by administrative tasks, classroom routines, and resource constraints, which reduced opportunities for sustained support. Assessment practices remained the same for all pupils, creating a mismatch between adapted instruction and standardized evaluation. In addition, specialist support was either absent or inconsistent and not well connected to classroom teaching. Overall, the findings show that while teachers demonstrated strong intentions to support pupils with mild learning difficulties, structural factors such as time, assessment systems, and limited specialist capacity constrained the consistency and effectiveness of these efforts across both schools and time periods. Unique Contribution to Theory, Practice, and Policy: Using a socio cultural constructivist framework, this study shows that learning is shaped by interaction, engagement, and instructional context rather than passive transmission. The findings validate this perspective by demonstrating that pupils with mild learning difficulties respond positively to re teaching, multimodal instruction, and individualized support, but that their learning opportunities are constrained by time, task structures, and assessment formats. The study extends inclusive pedagogy and differentiated instruction by showing that while teachers attempt to respond to learner variability, these efforts are limited by organizational conditions, revealing an intention implementation gap. To address challenges, teachers should plan for differentiation in advance rather than relying on spontaneous support, use multiple instructional methods consistently, and align assessment with instruction by incorporating oral, visual, and performance based responses. Recommendations include teachers anticipating learner variability and structure opportunities for small group or individualized support within lessons. In addition, for policy, the study highlights the need for systemic changes that protect instructional time, reduce administrative burden, and align assessment policies with inclusive practices. Policymakers should support the integration of specialist services into classroom instruction, promote flexible assessment systems, and ensure that school structures enable sustained and equitable support for pupils with diverse learning needs.