| Sumario: | INTRODUCTION: Given the coexistence of learning difficulties with mental disorders and particularly with anxiety, it is necessary for education systems to create a framework that can support the learning of all students, regardless of their needs. AIM: This research aimed to explore teachers' views on students with Specific Learning Difficulties (SLD) and to examine associations with qualifications, gender and experience. METHODOLOGY: The methodology followed was quantitative, using a questionnaire created by Argyris (2010). The sample consisted of a total of 900 general and special education teachers. It was conducted between December 2022 and February 2023. RESULTS: Significant associations were found between teachers with special education qualifications, gender and experience levels. Teachers with special education qualifications and more experience showed higher levels of agreement on topics such as SLD recognition, emotional and behavioural problems, working with stakeholders, inclusion and curriculum adaptation. These findings highlight the influence of qualifications, experience and gender on teachers' views on SLD. CONCLUSION: The results of this investigation offer important new understandings into the intricate interaction between gender, years of experience, and the various facets of SLD. They urge more investigation to learn more about these linkages and their effects on the educational system. Teachers and policymakers may improve inclusive education practices and advance equal chances for all students by developing focused methods with a greater knowledge of how gender and experience affect the support provided to children with SLD.
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