Circle-time activities and its contribution to the teaching of pupils with learning difficulties

Abstract

This article discusses the level of impact the implementation of Circle Time sessions had on pupils with learning difficulties at an English primary school. Pupils were taught Literacy contents during these alternative teaching sessions. The study concluded that pupils preferred learning through Circle Time sessions than their regular lessons, and showed that improvements had occurred in terms of pupils´ self-esteem, social and communication skills. It demonstrated that the establishment of a safe and caring learning environment is beneficial to pupils with special needs, which may be taken into account in future research projects.