EARLY IDENTIFICATION OF LEARNING DIFFICULTIES AND MENTAL HEALTH ISSUES: TEACHERS AS MEDIATOR

Abstract

Early identification of difficulties in learning and mental in mental health among learners is critical for promoting academic achievement and emotional well-being. Teachers, who interact daily with learners, are uniquely positioned to serve as mediators in recognizing early signs of learning and psychological challenges. This study explores how teachers identify difficulties in learning and mental health issues, examines the roles they play as mediators, and highlights effective strategies for early detection that support intervention planning. Drawing on existing literature, the paper illustrates that proactive teacher observation, classroom screening, and collaborative communication with support professionals enhance early detection and promote learner success. The review underscores that difficulties in learning often manifest through academic underperformance, persistent errors, or difficulty following instructions, while mental health issues may present as behavioural withdrawal, frequent absenteeism, or emotional dysregulation. The study also outlines ten key practices teachers can use to identify these challenges early, including continuous assessment, learning portfolios, social–emotional check-ins, and teacher training in mental health literacy. Finally, the paper emphasizes the need for comprehensive systems in schools that support teacher-led identification and ensure timely intervention through counselling, referral pathways, and teacher–parent partnerships. Effective teacher mediation ultimately reduces negative academic trajectories and strengthens learner resilience and engagement.