Abstract
At the primary school level, can children distinguished by their skills/abilities be sure that by acknowledging their differences they can be guaranteed a sustainable education? To what extent are they given equal treatment? The goal of this study was to identify the number of left-handed pupils in different classes of Estonian primary school and to discover what knowledge and skills are needed to teach the left-handed children. Results show that a significant number of elementary school children (9%) are left-handed, justifying a need to pay more attention to their uniqueness. In contrast, 46% of surveyed teachers report not having the necessary knowledge and skills to teach this population. While left-handedness has not been researched much throughout the world, including Estonia, it is necessary to recognize that a significant number of students are left handed and teacher knowledge about how to anticipate and prevent their difficulties in a school setting should be taken into consideration to guarantee the success of these children at school and in everyday life.