This study aimed to identify the value of protection of a psychopedagogical support program offered at school for children who presented school difficulties in the beginning of their elementary studies. A prospective follow-up study was developed, which compared groups of students who were evaluated at two moments: during the first grades and three years later. Forty-eight children, aged 9 to 12 years, were evaluated. The children were students from public schools, and were divided into three groups: G1 - 16 children with school difficulties, who attended a support program; G2 - 16 children with difficulties, who attended only regular school; and G3 - 16 children with no school difficulties. The children's behavior and self-concept were evaluated. Children from G1, compared to those from G2 and G3, showed improvement in their behavior, academic performance, and self-concept, confirming the value of protection ascribed to the psychopedagogical support offered at school.
self-concept; behavior; psychopedagogical support; learning difficulty; child
