This article aims to identify the meanings that professionals who act as articulators in School Health Programs (SHP) give to learning difficulties that generate school failure. Ten professionals who act as articulators of SHPs participated in this study: five education professionals and five health professionals. Data were collected through semi-structured interviews recorded with the permission of the participants. They were analyzed based on the thematic content analysis method. The results indicated that respondents understand learning difficulties as arising mainly from poor and/or dysfunctional families and students' problems. Pedagogical practices and educational policies have also appeared, with less emphasis, as corroborating this phenomenon. Therefore, the School Health Program is understood as a program that can contribute to overcoming learning difficulties through their diagnosis and medicalization, showing a reductive understanding of this phenomenon.
Learning difficulties; Medicalization; School Health Program