SUPPORTING STUDENTS AT RISK OF LEARNING DIFFICULTIES: A BIBLIOMETRIC REVIEW OF SCOPUS-INDEXED PUBLICATIONS FROM 2005 TO 2025

SUPPORTING STUDENTS AT RISK OF LEARNING DIFFICULTIES: A BIBLIOMETRIC REVIEW OF SCOPUS-INDEXED PUBLICATIONS FROM 2005 TO 2025

Nguyen Thuy Phuong Tram nguyenthuyphuongtramdt@gmail.com Duc Trong High School Duc Trong commune, Lam Dong province, Vietnam
Summary: 
This paper presents a bibliometric review of SCOPUS-indexed publications from 2005 to 2025 to synthesize research on supporting students at risk of learning difficulties and to identify existing gaps. The study aims to determine temporal trends, research domains, and intervention themes addressing this population, while also proposing directions for future inquiry. A systematic search was conducted in SCOPUS using filters for English-language articles published from 2005 to 2025, with keywords related to educational interventions. The screening process followed duplicate removal, title and abstract review, and full-text assessment to select relevant studies. Extracted data were categorized and analyzed using quantitative frequency methods. Key findings show a steady increase in publication volume, with a predominant focus on Mathematics interventions, whereas research on reading comprehension difficulties and the intersection of education and mental health remains limited. These insights will inform researchers, educators, and policymakers in designing comprehensive support programs and guiding interdisciplinary future research.
Keywords: 
At-risk students
learning difficulties
Mathematics interventions
educational support.
Refers: 

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