An action research project about how to improve the support by primary school teachers of children who are delayed in their readiness to write

Abstract

Introduction:

Handwriting difficulties are relatively common, and negatively impact children’s emotional well-being and academic performance. This study aims to understand what one cohort of early career primary school teachers (ECTs) know about handwriting readiness from their training, and how to help teachers better support children who are delayed in their readiness to write.

Method:

Phase 1 of the study utilised a purposive sampling strategy to send an online survey to all ECTs in Kent, UK. Phase 2 consisted of a handwriting training session and focus group with six ECTs. Descriptive statistics and thematic analysis were used to analyse data from both phases.

Results:

In total, 82% of respondents reported no training in handwriting development and 90% were not taught how to identify children with handwriting difficulties. Themes from focus group data included a lack of confidence in teaching handwriting, uncertainty about how to support children with handwriting difficulties, and a need to understand handwriting prerequisites.

Conclusion:

Findings demonstrate a gap in teachers’ knowledge of handwriting instruction and lack of confidence with handwriting and identifying handwriting difficulties. Findings suggest there is huge potential for further research in this area, both to benefit children and young people and to build workforce skills.