The effects of personal peer counselling on the self concept and attainment of secondary aged slow learning pupils

The aim of this study was to investigate the progress achieved in self concept and academic attainment by older slow learning pupils through the stimulus of peer counselling additional to classroom based general education. This was compared with control groups receiving the same education but without the peer counselling. It has been felt for some time that specialist remedial education is of questionable value in the long term, and that seemingly encouraging gains are short-lived. Research into causes and treatment of educational failure has left the professional teacher without clear direction for the future, but there has been in recent years a shift of attention from cognitive aspects of slow learners to an emphasis on the child's emotional state as being his most outstanding handicap to further progress. [Continues].