Dilemmas in Supporting Student-Athletes with Reading Difficulties: Multiple Case Study of Teachers’ Experiences

Student-athletes often face the challenge of balancing academic responsibilities and athletic commitments, which may contribute to learning difficulties, particularly in reading. This study explored the experiences of teachers in supporting student-athletes with reading difficulties in public schools. Using a qualitative multiple-case study design, the research examined how English teachers from the elementary, junior high school, and senior high school levels provide academic support to learners who simultaneously manage academic and athletic roles. Data were collected through in-depth interviews and analyzed using thematic analysis to identify common patterns in teachers’ experiences and strategies. Findings revealed several key themes that characterize teachers’ approaches in supporting dual-role learners. These include flexible and compassionate teaching practices, challenges in coordinating academic and athletic schedules, the implementation of targeted reading interventions, motivational support strategies, and the influence of teachers’ professional experiences and personal perspectives. Teachers often adjusted lesson delivery, modified learning materials, and provided catch-up activities to address the irregular attendance and fatigue experienced by student-athletes. Strategies such as the use of sports-related reading materials, guided reading sessions, and differentiated instruction were found to enhance students’ engagement and reading development. However, teachers also reported challenges, including limited instructional time, inconsistent participation of student-athletes, and insufficient institutional support for remedial reading programs. Despite these constraints, collaboration among teachers, coaches, parents, and school administrators emerged as an important factor in promoting both academic and athletic success. The study highlights the importance of flexible instructional practices and coordinated support systems in addressing the needs of student-athletes with reading difficulties and in helping them achieve balanced academic and athletic development.