Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

中文翻译：

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小学早期有一般学习困难的学生社交能力的发展：学校心理支持计划的必要性

有一般学习困难的学生的社交能力水平较低。为了增加这些，学生参加学校心理支持项目。希腊没有关于小学一年级一般学习困难学生社交能力的研究数据。这项研究的目的是评估干预计划的效率，该计划的重点是加强小学一年级的社交能力。在实施为期 8 个月的社会赋权计划之前和之后，采用半结构化访谈和学校观察的混合方法对学生的社会能力水平进行了评估。参与者包括 21 名有一般学习困难的学生、18 名教育专业人士（这 21 名学生参加的班级）以及这些学生的 21 名家长（每个学生一名家长）。结果表明，参与者的社交能力在参与干预计划之前较低，而在参与干预计划之后有所提高。此外，在参与干预计划之前和之后，女孩的社交能力都高于男孩。这些结果凸显了课堂干预计划对有一般学习困难的儿童的好处。