Background: Many students, especially in India, have learning difficulties, and the majority of them remain undiagnosed. But realizing the learning issue at a later stage and making efforts to improve it may be proven ineffective. Therefore, to assess and identify the specific learning difficulty at the initial stage, a new tool is required that helps to differentiate the level of learning difficulty and in providing with intervention strategies based on attention, cognition, handwriting skills, psychosocial development, motor skills, organisation and other required education skills to the children as soon as possible. Therefore, a systemic review was done to understand the need of developing the tool for learning difficulties in normal school going children.

Objectives: This systematic review aims to know the need of developing a tool to analyse the learning difficulties in normal schools at early as possible.

Methods: In compliance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria, a systematic literature review was carried out. The pertinent articles from 1992 to 2023 were found using a search on Google Scholar and databases (PubMed, Scopus, Research Gate, Web Science, Open-Access). Observational studies, experimental studies, surveys, interventions, difficulty in learning and its types and occupational therapy were among the included papers. Articles that contained insufficient information on these subjects or were written in a language other than English or did not provide access to the entire article were not included.

Results: The review study included 250 relevant articles that include 101 articles from databases and 149 from other resources. Out of which 186 studies were excluded as duplicate, 30 studies were excluded as they didn’t meet inclusion and exclusion criteria, 24 articles didn’t mention the study design, assessment and outcome evaluation so 10 studies were included for review