EECERA Conference 2025 – Guest Blog # 52: Early Identification and Intervention for Students At Risk

One of a series of short blog posts by presenters who will be sharing their work at the upcoming annual conference in Bratislava, Slovakia. Any views expressed in this post are those of the author(s) and do not necessarily reflect the official stance of their affiliated institution or EECERA.

Early Identification and Intervention for Students At Risk to Present Learning Disabilities: Cypriot Preschool Teachers’ and Parents’ Perceptions

By Paraskevi Neophytou – Independent Researcher, Cyprus

Photo by Anna Mysłowska-Kiczek on Unsplash

Early identification of learning difficulties in preschool has long been highlighted as crucial for children’s future academic and social success. International research stresses that the earlier we can provide support, the greater the chance of preventing long-term challenges. Yet in Cyprus, national frameworks and structured tools for early screening remain limited. This gap inspired my study, which set out to explore how both preschool teachers and parents perceive a new educational assessment tool designed to help identify children at risk of learning disabilities.

Cyprus has made steps toward inclusive education, but early intervention policies are still underdeveloped. Teachers often lack training, and parents are left uncertain about how to respond to concerns. By exploring both groups’ perceptions, this study gives voice to those who work most closely with young children, highlighting the opportunities and tensions around early screening.

The research took place in a private preschool in Cyprus, involving ten teachers and twenty-seven mothers of children aged 3–6. I used interviews and classroom observations, focusing on their experiences with the assessment tool. This approach allowed me to understand not only their opinions, but also the emotions, concerns, and hopes that shaped their responses.

The findings reveal both opportunities and challenges:
– Teachers were positive about the potential of the tool. One teacher noted that “it helps me see things I might otherwise miss.” However, many admitted feeling underprepared: they lacked specific training to interpret results and feared misusing the tool. Their feedback underscored the urgent need for professional development opportunities so that early assessment becomes a supportive, not stressful, process for educators.

– Parents’ reactions were more complex. They generally appreciated the idea of early identification—especially when results reassured them that their child was on track. But when the tool suggested possible difficulties, some felt anxious or even resistant. One mother shared: “I worry about my child being labeled too early.” Parents consistently preferred descriptive reports (“she struggles to concentrate in group tasks”) over numerical scores, which they found intimidating and stigmatizing.

– The study also revealed that successful use of the tool depended heavily on the quality of parent-teacher communication. When trust and openness were present, parents and teachers could work together to support the child. Where communication broke down, the process created tension instead of cooperation. This finding highlights the importance of building structured, respectful, and sensitive dialogue between families and educators.

From these voices, several implications emerge:

-Teacher training must include early screening and intervention as part of initial preparation and ongoing professional learning.

-National guidelines would ensure consistency and equity across preschools in Cyprus.

-Parent communication strategies must address fears of stigma by offering narrative, supportive feedback instead of numerical labels. -Inclusive practice is strengthened when tools are seen not as diagnostic labels but as opportunities to provide timely support.

Why This Matters?
As global challenges impact education systems and families, the need for inclusive, evidence-based approaches to early childhood education becomes ever more urgent. This research highlights how both educators and parents can be supported to recognize and respond to children’s needs before difficulties escalate. Ultimately, the findings point toward the necessity of a structured national approach in Cyprus, one that equips teachers, empowers parents and safeguards children’s right to equitable learning opportunities.

Paraskevi Neophytou will present work referred to in this blog in Symposium Set A1 | Tuesday 26th August 2025, 13:30 – 14:50. (Schedule liable to change; please refer to final programme for details).