The Top Stressors for Children with Learning Disabilities
There are a number of factors that can contribute to stress for students struggling with a learning disability. Such stressors often include: perceived discrimination from caregivers and peers, difficulty recognizing social cues, and challenges adjusting to new environments (Recio et. al, 2020; Wenz-Gross & Siperstein, 1998). Understanding these stressors can help caregivers identify what the child may be experiencing and take the necessary steps to address those feelings by providing adequate support. Students with learning disabilities who perceive more support from their parents and classmates are also shown to have higher self-perceptions and self esteem, which leads to more confidence in interacting with others (LaBarbera, 2008). This post outlines the stressors and lists forms of support that will provide relief.___________________________________________________________
Stressors and Tailored Aid
Perceived discrimination from caregivers and peers is the most common stressor for children with learning disabilities (Recio et. al, 2020). Feelings of self-worth are built at a young age and are largely impacted by their caregivers' attitude towards them. Parental figures who diminish a child's value, such as treating a learning disabled child as dumb or broken, lead the child to believe the same, thus undermining their full potential. A child who feels unworthy and ostracized often perceives less available support, leading them to reach out for help less often than they should (Recio et. al, 2020).
Ways to support a learning disabled child struggling with stigmatization:
- Reminding the child that they can overcome their disability and learn to adapt (Rothman)
- Emphasize that you are there to help them and don't view them as lazy or incapable
- Educate the child on how their brain is different but that doesn't make them less valuable
Social Cues:
Children with learning disabilities process information differently resulting in a struggle to recognize and correctly interpret social cues. Problems with recognizing common social cues can lead to stress when interacting with others and cause the child to further isolate themselves in order to avoid embarrassment (Recio et. al, 2020). As they self isolate, their personal connections, and thus support network, dwindle. A lack of social interactions can lead to developmental delays as they miss many growth opportunities that come with interacting with adults and other children.
Ways to support a learning disabled child struggling with social interactions:
- remind them that you are here for them regardless of how they interact
- Help them learn common social cues so they feel more prepared to interact on their own
- Talk through social situations and let them vent their struggles
Adjusting to New Environments:
Children with learning disabilities often struggle making transitions in life. In a school environment, they often have a difficult time transitioning between grades (Wenz-Gross & Siperstein, 1998). This stressor is most prevalent when puberty hormones peak, typically ages 11-13 when children move from elementary to middle school. The educational move into middle school brings increased academic demands and social challenges that can lead to stress and adjustment problems for some adolescents (Wenz-Gross & Siperstein, 1998). Difficulties that students with learning problems experience with academics and peers may not be new, but these difficulties likely become more stressful as students seek to develop greater autonomy, more intimate peer relationships, and a sense of identity.
Ways to support a learning disabled child struggling with life transitions:
- Help them slowly change their daily routine so the change isn't as stark
- Practice patience when children are frustrated with a new environment and remind them that you will help them navigate it
- allow the child to have physical autonomy as they adjust to puberty
Author: Maddie Blake
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