The Role of School–Parent Collaboration in Supporting Children with Learning Difficulties in Primary Education

This study examines the role of school–parent collaboration in supporting primary school students with learning difficulties and promoting their academic and socio-emotional development. It discusses common types of learning difficulties—including dyslexia, dysgraphia, dyscalculia, and attention-related disorders—and analyzes their implications for classroom learning and family dynamics. Emphasizing the shared responsibility of schools and families, the study highlights the importance of parental awareness, psychological support, and inclusive educational practices. It argues that individualized instruction and effective communication between teachers and parents are essential for enhancing learning outcomes. The research also underlines the necessity of a multidisciplinary approach involving educators, psychologists, and families to ensure sustainable progress. Drawing upon both national and international perspectives, the article provides practical recommendations for improving educational environments and strengthening psycho-pedagogical support systems for children with learning difficulties.