The article analyses the peculiarities of the organization of the pedagogical help for school students with learning problems and discusses the reasons for unsuccessful learning, which are connected with school learners' personalities, family factors and the organization of the learning process. This research was organized to find out the class masters' opinions about unsuccessful learning. The results of the research showed, that besetting reasons for unsuccessful learning are failure to concentrate and inappropriate behaviour during lessons.

The data of the research shows that the idea of continual and uninterrupted education has not been put into practice yet due to a great number of truants, the students remaining for the second year in the same class and those who have experienced learning failures. Because of these reasons, the necessity arises to turn help conveyed by teachers to students into more effective one. The aim of the work is to reveal specific features of pedagogic activity related to work with students who experienced learning failures. It was tried to investigate the point of view of students, who experienced learning failures, towards teachers' help. The analysis of the research data showed, that truants usually complain of a big homework load, the students facing learning failures speak about difficulties to understand and memorize teachers' explanations; the truants mention problems connected with reading and writing. The students who unwillingly attend school in comparison with other students, who were investigated, stress the importance of communication for a successful learning process. The data research proved that most often class and subject teachers help to overcome learning failures. Social pedagogues, psychologists, speech therapists not so often render their assistance to students with learning problems. The research states that students playing truants get all necessary help from teachers more often that other participants of the research.