(1) Fostering learning beyond learning disorders: All children who struggle with learning (including children with underattainment or subclinical difficulties, but without a dyslexia or dyscalculia diagnosis) need measured support from the education system following an explicit protocol of referral and response (e.g., primary school systems in Norway and Botswana). This is particularly important in global contexts given that many children worldwide have limited or even no access to high-quality and contextually appropriate learning opportunities, and also in heterogeneous contexts in which children, for example, do not know the language of instruction well because it is a new language or a new dialect.