SCHOLASTIC CHALLENGES OF CHILDREN: A PERSPECTIVE OF TEACHERS WITH SPECIAL REFERENCE TO KARNATAKA STATE
DOI: https://doi.org/10.65725/JCMCE/2/1/007
JOURNAL OF CONTEMPORARY TRENDS IN MANAGEMENT, COMMERCE AND ECONOMICS (JCMCE) 
ISSN: 3108-3501
Volume 1 Issue 1, Jan-Mar 2026

Abstract:
Scholastic difficulties among school-age children represent one of the most pressing concerns within educational and social welfare systems in India. This study examines teachers’ perceptions of the scholastic challenges faced by students in Karnataka State, approached through the theoretical and applied lens of social work practice. A descriptive research design was employed with a sample of 123 school teachers drawn from government and aided schools across Karnataka. Data were collected using a structured questionnaire and analysed through descriptive statistics and the Kruskal-Wallis H test to explore gender-based differences in teacher perceptions. Findings reveal that nearly all teachers unanimously identified deficits in students’ prior knowledge as the most critical academic barrier, while disruptive classroom behaviour was also widely acknowledged as a significant impediment to learning. Gender-based analysis demonstrated statistically significant differences between male and female teachers in perceptions of teaching style, foundational knowledge gaps, parental involvement, and socio-economic disadvantage as contributors to student academic difficulties. The study reinforces the vital role of school social work in addressing scholastic problems through multi-level interventions that include remedial programming, family engagement, behavioural support, and community-based resource mobilisation. Implications for school social work practice, policy, and professional development are discussed.

Authors: Madhukumar S, Prof. Shivalingappa B.P

Keywords: scholastic problems, school social work, teacher perceptions, Karnataka, academic challenges, children, educational interventions, gender differences