The debate for the school floor involves training teachers and education professionals to recognize and understand learning disabilities, as well as to implement inclusive and adaptive pedagogical practices. This includes using differentiated teaching strategies, supportive resources such as assistive technologies, and establishing partnerships with parents and healthcare providers to ensure an integrated and collaborative approach to supporting students with learning disabilities. This study aims to highlight the importance of early identification of learning difficulties and offer appropriate support and personalized interventions to promote students' educational success. A qualitative approach is used, drawing on various theoretical studies. After analysis, it is evident that there should be an open and continuous debate on learning difficulties in the school context, aiming to promote a more inclusive, equitable, and effective education for all students. By proactively recognizing and addressing learning disabilities, we can create more welcoming school environments and provide opportunities for success for all students, regardless of their individual abilities and challenges. Learning disabilities (LD) are a heterogeneous group of cognitive impairments affecting language, reading, writing, and/or arithmetic, with implications for academic learning. They have a neurobiological basis and can manifest throughout the lifespan. Learning disabilities in children with ADHD are common during school years and may be related to socio-educational environments, attention deficits, or co-occurring learning disorders. Specific learning disorders in reading, writing, and/or arithmetic are associated with 39%, 60%, and 26% respectively. Learning disabilities can affect students' academic performance and emotional well-being. Educators should be attentive to signs of learning difficulties, such as declining academic performance, lack of concentration, frustration, or disinterest in school activities. Early identification and appropriate support are essential for students to overcome these challenges and reach their full potential. Strategies for learning are understood as a set of processes that can facilitate the acquisition, storage, and use of information. Vygotsky emphasizes that instruction is valid only when it precedes development, generating functions that were in a state of maturation. Learning strategies are decision-making processes that allow students to choose and retrieve knowledge to meet specific demands or achieve objectives, depending on the educational context. Self-regulated learning is a fundamental skill for academic success, involving planning, self-assessment, and self-regulation. Students who cannot rely on explicit self-regulation often develop idiosyncratic techniques for academic work. Effective self-regulation requires training through various theoretical approaches, emphasizing the importance of student interest and active involvement in learning processes. Promoting self-regulation in learning is essential for creating inclusive and effective educational environments that support all students. The study concludes that continuous debate on learning difficulties is necessary to build a more inclusive and effective education system for all students.The debate for the school floor involves training teachers and education professionals to recognize and understand learning disabilities, as well as to implement inclusive and adaptive pedagogical practices. This includes using differentiated teaching strategies, supportive resources such as assistive technologies, and establishing partnerships with parents and healthcare providers to ensure an integrated and collaborative approach to supporting students with learning disabilities. This study aims to highlight the importance of early identification of learning difficulties and offer appropriate support and personalized interventions to promote students' educational success. A qualitative approach is used, drawing on various theoretical studies. After analysis, it is evident that there should be an open and continuous debate on learning difficulties in the school context, aiming to promote a more inclusive, equitable, and effective education for all students. By proactively recognizing and addressing learning disabilities, we can create more welcoming school environments and provide opportunities for success for all students, regardless of their individual abilities and challenges. Learning disabilities (LD) are a heterogeneous group of cognitive impairments affecting language, reading, writing, and/or arithmetic, with implications for academic learning. They have a neurobiological basis and can manifest throughout the lifespan. Learning disabilities in children with ADHD are common during school years and may be related to socio-educational environments, attention deficits, or co-occurring learning disorders. Specific learning disorders in reading, writing, and/or arithmetic are associated with 39%, 60%, and 26% respectively. Learning disabilities can affect students' academic performance and emotional well-being. Educators should be attentive to signs of learning difficulties, such as declining academic performance, lack of concentration, frustration, or disinterest in school activities. Early identification and appropriate support are essential for students to overcome these challenges and reach their full potential. Strategies for learning are understood as a set of processes that can facilitate the acquisition, storage, and use of information. Vygotsky emphasizes that instruction is valid only when it precedes development, generating functions that were in a state of maturation. Learning strategies are decision-making processes that allow students to choose and retrieve knowledge to meet specific demands or achieve objectives, depending on the educational context. Self-regulated learning is a fundamental skill for academic success, involving planning, self-assessment, and self-regulation. Students who cannot rely on explicit self-regulation often develop idiosyncratic techniques for academic work. Effective self-regulation requires training through various theoretical approaches, emphasizing the importance of student interest and active involvement in learning processes. Promoting self-regulation in learning is essential for creating inclusive and effective educational environments that support all students. The study concludes that continuous debate on learning difficulties is necessary to build a more inclusive and effective education system for all students.