Learning, Barriers to 
This can be anything that prevents someone from either engaging with learning or reduces the effectiveness and efficiency of their learning.
There can be many barriers to learning so trying to isolate those which impact on an individual's learning potential is an important function for any trainer or tutor. Some of the barriers would be addressed by a learner.
Once barriers have been identified then the challenge would be to provide solutions to overcome the barriers; some will be relatively easy, whilst others will be a lot more difficult. Examples of barriers to learning include:
- A fear of failing or being seen to fail. Changing language used to describe a course can provide a more positive outlook, for example, instead of fail grades, why not reinforce the message that the journey is reached by milestones and occasionally this aren’t reached at a particular time, but they will be later on.
- Lack of learner attention, especially due to having distractions at work, home, or online. Identify and remove, or at the least dilute, the distractions.
- Fear of the unknown or change. Explaining what is involved and any implications can help convert this to a known factor, and one that is more readily understood.
- Lack of prior knowledge, basic skills for learning, or grasp of language (especially if the course content is not delivered in the first language of a learner) for the course. Providing an induction or entry route to encourage more people to consider the course as a possibility.
- Lack of confidence, self-esteem, or motivation. This can often link to a lack of prior knowledge or similar as given above.
- Wellness, health, disabilities, sensory difficulties. Consider how best to make the learning journey accessible to all potential learners and understand the needs of each learner. If someone is unwell then this will affect their learning potential, plus it is also important for a learner to ensure they eat and exercise appropriately to allow for a more receptive brain for learning to take place.
- Accessibility of learning: Making sure learning content is available so as to encourage effective learner participation.
- Personal commitments: childcare / acting as a carer for someone. Make sure adequate arrangements are in place and ask for help and guidance if this is difficult because support might be available from a previously unknown source.
- Environmental conditions: too cold or hot. Make sure a learner has a comfortable learning environment, otherwise the focus of attention will be elsewhere by trying to stay warm or cool down.
- Inappropriate learning space: too cramped, inadequate surface for computer, writing or reading material, not personalised, open to distractions.
- Lack of available finances may limit what can be attempted, and / or can impact on travel arrangements.
- Inflexibility of learning provider, e.g. learning schedule, timescales that don’t suit the learner, which if adapted and more flexible would be appropriate.
- Lack of available time, which is often to prioritising time allocations and maybe dropping some of the less necessary time-consuming tasks (e.g. watching).
- Lack of interest in subject matter. Those creating, delivering, offering or promoting a course need to ensure it provides enough curiosity and interest to engage and motivate someone in the initial stages to get their attention.
- Isolated, lack of engaging with others. Provide some form of social network and regular contact can break down isolating barriers.
- Lack of personal study or learning resources (e.g. computer, accessibility of Internet, course readers).
- Lack of awareness of learning opportunities. Learners should seek out trade organisations, education web sites and Government web sites to explore what is available.
- Lack of opportunity in the workplace, from employer. Employers to provide better opportunities for learners to demonstrate and enhance their recently learnt skills and knowledge. This can improve quality, productivity, cost-effectiveness, or customer retention so should be seen as a key element of any training programme employees engage with.
- Learning material can be boring, unengaging, poorly produced, inaccurate, error prone. Course designers should ensure the learning journey provides for curiosity and motivation of a learner, drawing them in to the course to more positively impact on learning.
- Specialist language of course material is poorly developed, explained and communicated. Course designers to ensure language is developed in a progressive way allowing for a greater reach of the course.
- Age perception, e.g. too old. Well, you are never too old to learn.
- Context or social perception, e.g. 'not for me because of ...' my gender, ethnicity, unemployment status. A change of mind set by a potential learner focusing on what can be achieved rather and challenging themselves to see an alternative perspective.