This article explores neuropsychopedagogical approaches to learning difficulties in elementary education, emphasizing the relationship between cognitive development, emotional regulation, neurodevelopmental processes, and educational intervention strategies. Drawing from educational psychology, neuroscience, psychopedagogy, and inclusive education studies, the work analyzes how adaptive teaching methodologies, developmental assessment, socioemotional support, and multidisciplinary collaboration contribute to more accessible and effective learning environments. The study discusses the importance of individualized educational planning, early intervention, family participation, and neurodevelopment-oriented practices in supporting children with diverse learning profiles. By integrating theoretical foundations with practical educational perspectives, the article presents a development-oriented analysis of how neuropsychopedagogical strategies can strengthen literacy acquisition, educational inclusion, and long-term academic development in elementary education.
Aline Nunes de Freitas Campos (2026) studied this question.