The Role of the Social Worker in Addressing Learning Difficulties among Primary Education Pupils: A Study Applied to Social Workers in Misrata City

Abstract

This study aimed to identify the learning difficulties faced by pupils in the primary education stage, the types of these difficulties, and the role of the social worker in addressing them. The study also examined the methods used by social workers to treat these difficulties, which led to the following research questions: What learning difficulties do primary school pupils face? What are the types of these difficulties? What is the role of the social worker in addressing learning difficulties? And what methods do social workers use to treat these difficulties?

The study population consisted of social workers in primary schools in Misrata City. The descriptive-analytical method was employed, and the validity of the questionnaire was confirmed by presenting it to a group of five experts. It was then distributed to a sample of 40 social workers affiliated with the Department of Education in Misrata City, selected randomly. Data were statistically processed using the SPSS program.

The study revealed several key findings, most notably: the majority of pupils suffer from learning difficulties in a clear manner; the most common difficulty was the inability to read fluently; results indicated that reading is the most influential difficulty affecting primary school pupils; the social worker plays a pivotal role in addressing learning difficulties among primary school pupils; and most social workers regularly and extensively employ therapeutic methods to address these difficulties.