Withdrawal Phenomenon and Coping Mechanisms in Students of Forms 5-8 Experiencing Learning Difficulties, in Remote Learning During COVID-19 Pandemic: Experiences of Teachers and Students

The article presents a novel phenomenon, namely, the phenomenon of withdrawal in students forms 5 to 8 with learning difficulties when remotely under critical conditions COVID-19 pandemic. was revealed through focus group discussions teachers 8, educational assistance professionals, and school leaders from 23 schools (n-175), as well material depersonalized deliberations students, provided by teachers.The process quality content analysis research highlighted student remotely, its following stages: partial or episodic self-removal lesson; muting; invisibility; confusion; demotivation; apathy; loss social connections; exhaustion; helplessness, complete withdrawal. external reasons prompting emergence pandemic were identified: digital exclusion, non-inclusive traditional teaching, lack enabling effect on barriers that exceed their abilities, demotivating experiences failure, unfavourable family environment, even physical isolation, online bullying. internal factors favourable for development emerged: limited mood management skills, self-confidence, self-acceptance, attitudes. ways overcoming revealed: organization remote involves is based students’ active participation.