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Further, the goal is to use this knowledge for developing more efficient and individualized means of support. In practice, we’ll carry out three intervention studies at schools, targeting classroom behavioral climate, reading disabilities, and math disabilities. The aim of the studies is to identify various factors related to individual, learning environment or interaction, that explain the observed variability in response to support. Examples of such factors are skills and abilities, learning motivation and self-beliefs, learning-related emotions, as well as learning and home environments.

In addition to intervention studies, the factors explaining the variability in development and learning are investigated in longitudinal studies, that are carried out by the other CoE consortium groups. The knowledge gained on promotive and protective factors, as well as risk factors of learning development, is used for developing and investigating more versatile and individualized means of support.

Traditionally intervention studies of learning support have focused on group means, often aiming to assess the average efficacy of a specific mean of support. By focusing on inter-individual (or inter-class) variability we produce novel knowledge, that can be used for developing more inclusive and individualized means of support.

The research team of educational sciences takes part also in the planning and implementation of the longitudinal studies carried out by our CoE partners at the Dept. of Psychology in JYU, and Dept. of Psychology and Speech Language Pathology at the University of Turku.