An Italian student on five encounters in his school career, a time of particular difficulty that require help from an expert.
The reasons for school problems are manifold and are generally different levels of severity. This immediately brings to light the first problem inherent in the work of teachers to translate all the reasons for the discomfort to generically as "learning disabilities" and treated without distinguishing those that can be classified as "difficult" and very different "learning disabilities"
Today we are witnessing a situation of learning difficulties in students whose economic standard of the family still achieves positive results.
One of the most studied cases currently appears to be the same as that involving parents in other areas (work, community): a kind of individualism / isolation giving rise to the "dysfunctional family", which is no longer able to motivate its members, prompting them to "survive" in a jungle of requests that no longer seek to understand in order to learn them, but use to bring home a result.
such factors interact with socio-cultural factors related to the characteristics of the family's values, climate present in it, the attention that parents turn to the learning process of the child, can help alleviate the problems perpetuate, or vice versa school students.
There are difficulties in children, outside school hours, have no one to them follow, will help them or represents a watchful presence. Each school is distinguished by its leaders, the climate induced by the teachers, the students present and the proposed content, the most obvious proof of the importance of school climate and its teachers is that not infrequently, a boy who has lost enthusiasm for the school because of learning difficulties, is associated with a marked improvement after changing institution and / or teachers
E 'fundamental rethink of time occupied by the boys in the school as a place of convergence between public and private, family and office on which to invest not just in the instrumental but with appropriate spaces active listening.
Mariajole Maletta
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