Co‐Researching the Past: School Memories of Adults With Learning Disabilities

ABSTRACT Background and Aims While the retrospective reconstruction of school experiences by individuals with learning disabilities remains underexplored, this study examines how adults with learning disabilities remember and interpret their educational past. Methods Employing an inclusive research approach, we collaborated with co‐researchers who have learning disabilities. Semi‐structured interviews were conducted with 33 participants (with mild, moderate, and severe learning disabilities) to collect detailed first‐person narratives of their educational journeys. Results Participants recalled both positive and negative experiences. Positive memories included meaningful school activities and supportive relationships with peers and teachers. Negative recollections featured peer violence, social ostracism, exclusion, and neglect by educators. Conclusion The findings highlight critical implications for fostering inclusive education, underscoring the necessity of safer, more supportive school environments for students with learning disabilities.