**2.1 Participants**

We evaluated 137 teachers from 30 state and private schools in the province of León, Spain (see Table 1), who teach in Spanish language (the native language) and are responsible for students with and without learning difficulties and/or low achievement, in the last year of infant education and the first three years of primary education.

The selection criterion for this sample was based on that used in previous studies that the research team has developed in these schools regarding different writing-related areas of interest concerned with the role of working memory and attention on students, both typically achieving and those with learning difficulties of different ages as well as those with and without ADHD.

Of the 137 participants, 63.5% were women, 64.23% worked in state schools and 37.77% in private schools. The average age of teachers was 46.92 years, with a maximum of 67 and a minimum of 23 years, indicating maturity and stability in the years of teaching. The average work experience in the field was 23.43 years, indicating a great degree of teaching experience, with 18.84 years in the area of language, which suggests that they are very familiar with the instructional aspects related to the teaching of writing. Only 17 teachers (12.4%) had a teaching or philology degree and the rest have master's degree in various fields, but none in special education.


Table 1. Distribution of the sample of teachers by gender and educational stage.
