Teachers observed a substantial minority of their students experiencing difficulties in their learning. Of these, teachers identify behavioural and cognitive difficulties as the most common.
Teachers’ responses cannot be directly compared to students’ responses in similar areas but when looked at together, it is clear that there is a range of behavioural and physiological difficulties experienced by a substantial minority of students. Teachers tended to report higher proportions of behavioural and cognitive difficulties and lower proportions of physiological difficulties than the students reported themselves.
It may be that students and teachers have different perspectives on what constitutes behavioural issues, and students may be less likely to recognise their behaviours as problematic. It may also mean that teachers are less able to identify physiological difficulties in their students.