Unlocking the Power of Students Who Learn Differently

 Complete report

In the United States, 1 in 5 students have learning and attention issues. This includes those with identified specific learning disabilities, diagnosed ADHD, or related disorders that impact learning. Despite often having above average or average intelligence, the majority of these students are achieving below grade level. This equates to millions of students across the nation whose strengths and potential are going untapped. 

Individuals with learning and attention issues often face lifelong challenges, frustration, and failure. Compared to their peers, they are less likely to graduate from high school, enroll in and complete college, and hold a job. Schools and districts set goals for student achievement and development that are beyond reach unless the learning needs of the 1 in 5 are met. And our workplaces, communities, and greater society lose out on valuable talent that hasn’t been recognized or nurtured. 

This research focused on general education classrooms, where the majority of the 1 in 5 spend most of their time. 

This report shares our findings on four key questions: Who are the 1 in 5 and what is their experience in the classroom? What do general education teachers currently know and believe about teaching the 1 in 5? What do general education teachers need to know and believe about teaching the 1 in 5? How can teachers build the effective mindsets, knowledge, and skills to positively impact the 1 in 5? It is no secret that our nation is facing a critical shortage of teachers and specialized instructional support personnel in schools. 

With fewer candidates enrolling in teacher preparation programs, schools are hard-pressed to find enough teachers to fill their classrooms. And while the types of training and preparation they’ve received may vary, the vast majority of teachers we surveyed expressed that they feel underprepared and unsupported in teaching the 1 in 5. Most states do not articulate the specific skills, knowledge, or training general educators should have for working with students who have learning disabilities, ADHD, or related disorders. Many general educators reported that they did not take courses in teaching students with mild to moderate learning disabilities. Or, if they did, they didn’t find these courses beneficial or relevant once in the classroom. 

While teachers reported feeling responsible for the learning of all students, only half strongly believed that students with learning and attention issues can meet grade-level expectations. Some teachers continue to hold misperceptions about these students. Yet, research shows that teachers can be successful with the 1 in 5. There is evidence of specific critical teacher mindsets and key practices that can improve outcomes for students with learning and attention issues. In fact, these practices can improve learning for all students. They are based on emerging findings from learning science, which recognizes neurodiversity across all individuals and supports the creation of improved and equitable environments for all 21st-century learners. 

The research revealed that the majority of teachers are highly interested in learning how to reach struggling learners. It also suggested that when teachers develop the knowledge and skills required and have a sense of self-efficacy— or belief in their own teaching abilities—they are more likely to believe they can effectively teach the 1 in 5 and that the 1 in 5 can learn at high levels.