Students learn best in environments where they feel safe, supported, and accepted. However, many evolving readers do not experience such environments, leading to stress that may impact their reading growth.

The study explored the perceptions of key educational stakeholders on the impact of the classroom environment on struggling readers, using an exploratory sequential mixed methods research design across three phases. In phase 1, qualitative data were collected via semi-structured interviews, dyadic interviews and focus groups, with teachers, students and parents. An interpretive approach was used to analyse these responses, focussing on perceptions of emotional safety and its importance to the evolving reader. Findings from this phase informed the modification of a survey instrument for Phase 2.

The second phase involved administering the modified survey instrument. The final phase integrated findings from both qualitative and quantitative data to identify complementarity, divergence, or convergence. The integration addressed the research question: In what ways did interviews with participants elucidate quantitative differences in the perceptions teachers, students, and parents held about the impact of the emotional environment on the evolving reader? A joint display juxtaposed the qualitative and quantitative findings alongside meta-inferences.

The findings of the study have significant implications. On a micro level, it provides evidence that can enhance success and emotional well-being for students. On a macro level, it offers valuable insights for practitioners to improve educational practices and inform policies. These findings emphasise the need for systems and practices that support the development of emotionally safe learning environments.

Mr ROLAND SEALY holds a Bachelor of Arts (B.A.) in History with a minor in Behavioural Science from Andrews University, Michigan, USA. He also holds a Postgraduate Diploma in Education and a Master of Education in Reading from the University of the West Indies (UWI).

As a former secondary school teacher, over the years, Mr Sealy witnessed the plight of students, especially boys and young men, who struggled with reading di_culties. As a result, Mr Sealy, along with his wife who is a Marriage and Family Therapist, established the non-governmental organisation, Positive Outlook-Uplifting Interventions (POUI), a counselling and educational intervention centre which focuses on family and couples counselling and literacy interventions.

He is currently the Chair of the Teacher Education Department in the School of Education, University of the Southern Caribbean, and facilitates courses for pre-service teachers in literacy and pedagogical principles. Mr Sealy is a member of the International Literacy Association and serves as the Secretary of the Trinidad and Tobago Association of Teacher Educators. Mr Sealy is also fervently interested in the development of emotional intelligence, especially in boys and men.

His current research for a Doctor of Philosophy (Ph.D.) in Education focuses on school transformation through social and emotional intelligence.