TAF PUBLISHING

This study explored the perspectives of teachers and students regarding the academic and socio-emotional benefits of Peer Tutoring (PT) as a strategy to support students with Specific Learning Difficulties (SpLD) in middle schools in Saudi Arabia. The research was prompted by the recent expansion of special education services in Saudi Arabia to include primary and middle school students and the introduction of new teaching methods to enhance the learning experiences of SpLD students. A qualitative case study was conducted in six inclusive schools running active PT programs for at least one year to ensure that participants had sufficient experience to develop an informed opinion on the benefits of this approach. Individual semi-structured interviews were conducted with 9 Special Education Need (SEN) teachers responsible for implementing PT in their schools, 18 mainstream students who played the role of tutors, and 19 SpLD students who played the role of tutees. Participants’ perceptions were further examined using data collected from observations of student roles and behaviors during 16 PT sessions. The findings indicate that PT was perceived as an effective method for providing academic support for SpLD students and was associated with improved academic performance, motivation, and participation. However, SEN teachers and students expressed different perceptions about the efficacy of this technique in supporting the development of social and emotional skills among SpLD students. These differences may be attributable to a lack of systematic planning and supervision before and during PT sessions, reflected in limited awareness among students regarding the objectives of PT programs. Based on the findings outlined above, there is strong evidence for integrating PT programs into Saudi schools as a supplement to lecture-style classes, given the potentially academic, social, and emotional benefits that this approach offers to SpLD students.