Abstract:
This study aims to examine psychosocial support and its association with academic achievement among students with learning difficulties at the lower primary stage from the perspective of their teachers in Ramallah and Al-Bireh governorate schools. To achieve the study goals, the researcher used the descriptive-correlational methodology. The study sample consists of 275 male and female teachers of lower primary stage who were selected using available sample. The study tools are represented in Psychosocial support scale, and academic achievement scale developed by the researcher (2021). The results showed that the arithmetic mean of Psychosocial support level was 3.35 and the relative weight was 67.01%; which is medium, and the arithmetic mean of the level of academic achievement was 3.71 and the relative weight was 74.25% which is high. The results revealed that there are no differences in the means of psycho-social support among students with learning difficulties at the lower primary stage from the perspective of teachers in Ramallah and Al-Bireh governorate schools to be attributed to variables of (sex, type of difficulty, and place of residence), and there are no statistically significant differences in the means of academic achievement among students with learning difficulties at the lower primary stage from the perspective of their teachers in Ramallah and Al-Bireh governorate schools to be attributed to the variables: (sex, type of difficulty, and place of residence). The study recommended to increase the level of Psychosocial support among students with learning difficulties at the lower primary stage in Ramallah and Al-Bireh governorate schools, and increase the level of academic achievement among students with learning difficulties at the lower primary stage in Ramallah and Al-Bireh governorate schools.
