Children with Learning Difficulties and Support Systems in Elementary Schools of Nagaland: A Quantitative Investigation

Abstract

Learning difficulties constitute a major barrier to equitable and quality education, particularly in contexts with limited resources and low levels of teacher preparedness. This study examined the prevalence, characteristics, and severity of learning difficulties among elementary school students in Nagaland, along with the availability of support systems intended to meet their needs. Using a quantitative descriptive survey design, data were collected from 99 schools across nine districts using two validated digital checklists. A total of 659 students (10.74% of 6134 enrolled students) were identified as experiencing learning difficulties across five domains: language, reading, writing, mathematics, and attention. Prevalence was substantially higher in government schools (17.48%) than private schools (6.69%). Skill-specific analyses revealed high rates of mild to moderate difficulties, particularly in reading fluency, writing mechanics, mathematical reasoning, and sustained attention. School support systems were found to be largely inadequate, with significant gaps in infrastructure, teaching-learning materials, assistive devices, curriculum accommodations, and professional support services. The findings underscore the urgent need for comprehensive, multi-tiered interventions at the policy, school, and classroom levels to align with national frameworks such as the Rights of Persons with Disabilities Act (2016) and the National Education Policy (2020).