Impact of Student Support Services on Learning Outcomes of Learners with Specific Learning Disabilities: A Mixed-Methods Study from Delhi Schools
Keywords:
Specific learning Disability, student support services, Tutoring, Counselling, Assistive Technology, Inclusive Education, Teacher TrainingAbstract
Specific Learning Disabilities (SLD) pose persistent challenges to academic achievement, social participation, and self-concept, particularly when school systems are insufficiently equipped to provide structured and responsive support. The present study examined the impact of student support services on learning outcomes among learners with SLD in Delhi schools, with special attention to tutoring, counselling, assistive technology, teacher perceptions, service quality, and teacher training. A mixed-methods design was adopted, combining quantitative evidence with qualitative contextualization. The analytic sample comprised 400 participants, including 235 learners with SLD, 127 teachers, and 38 parents drawn from government and private schools. The study used a stratified random sampling approach and employed self-developed instruments, including a Student Support Services Perception Scale, a Student Support Services Effectiveness Scale, and a semi-structured interview schedule. The findings showed that learners who received tutoring demonstrated significantly higher academic performance than those who did not. Learners who received counselling reported significantly better social skills, while learners who used assistive technology showed significantly higher self-esteem. However, service format and frequency were not consistently associated with stronger outcomes. Teacher gender significantly influenced perceptions of support-service effectiveness, while school type did not. Specialized training emerged as a significant factor in both perceived effectiveness and teacher confidence. Exploratory analyses further suggested that support-service quality differentiated academic and social outcomes more clearly than self-esteem. The study concludes that student support services are meaningful contributors to positive learning outcomes for learners with SLD, but their effects depend more on implementation quality and teacher preparedness than on service format or simple dosage alone.
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