Benefits of academic tutoring and socio-emotional support for children with disabilitiesHyseni Duraku, Zamira (Avtor) Nagavci, Mirjeta (Avtor) tutoringsocio-emotional supportchildrendisabilitiesCOVID-19pandemicchildren with disabilitiesacademic achievementssocio-emotional wellbeingindividualized supportThis qualitative study aimed to explore the outcomes of tutoring and socio-emotional support for children with disabilities, implemented during the COVID-19 pandemic. Semi-structured interviews were conducted with 20 parents of children with disabilities. The tutoring sessions improved children's academic achievement, emotional well-being, attitudes towards learning, learning motivation, and interest in learning. They also positively influenced children's social relations and peer interactions. Parents emphasized the importance of tailored plans and education. Results highlight the importance of using individualized support for children with disabilities, whether for remedial or non-remedial purposes, to ensure their holistic development. Practical implications and research recommendations are included.20262025-03-19 15:11:10Članek v reviji167899UDK: 376ISSN pri članku: 1056-7879DOI: 10.1177/10567879231202486COBISS_ID: 272364547sl