Qualitative analysis of the prevalence of learning disabilities in the context of secondary schools in 2023–2025

This study examines the prevalence and diagnostics of developmental learning disorders (DLD) among secondary school students in Slovakia between 2023 and 2025. Developmental learning disorders, such as dyslexia, dysgraphia, and dyscalculia, represent a growing educational concern due to their long-term impact on students’ academic success and psychological well-being. A qualitative and statistical analysis was conducted using data collected from multiple secondary schools across Slovakia. The study focused on identifying diagnostic trends, gender differences, and institutional disparities, comparing grammar and vocational schools to determine the distribution and accessibility of diagnostic services. Findings revealed an increasing trend in diagnosed cases of DLD, particularly dyslexia, dysgraphia, and dyscalculia. A notable gender disparity was observed, with boys being diagnosed significantly more often than girls. Cross-school comparisons indicated a higher concentration of diagnosed cases in grammar schools compared to vocational schools. The results highlight the importance of early diagnostics, individualized support strategies, and inclusive educational practices to promote academic and psychological well-being for students with DLD. The study also emphasizes the urgent need for teacher training and improved diagnostic accessibility, particularly within vocational schools.