Combining explicit instruction and positive psychology to see adolescents with learning difficulties flourish

Academically engaging adolescents with learning difficulties con-tinues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and prac-tice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit Instruction and Positive Psychology, a concerted investiga-tion was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems inter-vention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically signifi-cant gains, in comparison to the control group. This study contri-butes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.