Between Two Worlds: Experiences of Students With Learning Disabilities Navigating Special Education and Mainstream Classroom Settings

Students with learning disabilities navigating both special education and mainstream classrooms face unique challenges. This qualitative study explored the experiences of five third-grade students in a Northern Israel elementary school through semi-structured Hebrew interviews. Using Interpretative Phenomenological Analysis, three themes emerged: (1) navigating environments—characterized by contrasting academic pacing and teaching approaches between settings, alongside complex social dynamics where students reported feeling “part of two different groups but not belonging to either one”; (2) balancing support and independence—revealing students’ sophisticated understanding of their evolving educational needs; and (3) developing identity—highlighting how self-perceptions varied between contexts. Despite difficulties, particularly in social integration, dual placement fostered diverse skills and aspirations. The findings suggest that successful dual educational placement requires structured transitions, intentional social integration programs, and adaptable support systems that evolve with students’ changing capabilities.