The Impacts of Learning Disorders on Children’s Self-Esteem

Learning disorder are common, affecting about one in five children in the U.S. Caused by differences in the brain, these disorders are unrelated to intelligence. And yet, many children with one or more learning disability struggle in school due to a lack of receiving the right accommodations. Their learning differences can affect more than just their grades, as the challenges they face can lead to problems with mental health and self-esteem. The biggest differentiator in improving outcomes for these students is having an accurate diagnosis, as children who have received a learning disorder diagnosis show increased levels of self-esteem compared to pre-diagnosis.

With February being International Boost Self-Esteem Month, we’re highlighting:

• The importance of recognizing the signs of learning disorders
• The ways that these conditions can affect a child’s self-esteem
• How using the right assessment tools can lead to improved interventions for students with learning disabilities

The Effects of Undiagnosed Learning Disorders

Learning disorders and disabilities can take many forms, and a child may suffer from one or more at a time. Some of the most common forms of learning differences are:

• Dyslexia – Affects the ability to read and comprehend written forms of communication.
• Dysgraphia – Affects the ability to write.
• Dyscalculia – Affects the ability to complete mathematical equations.

ADHD—which affects the ability to focus, sit still, follow instructions, stay organized, or complete tasks—is sometimes also considered a learning disorder for its potential impacts on an individual’s ability to learn in a typical school setting.

Whether a student has trouble reading, writing, doing math, or focusing on their schoolwork, they are likely to experience lower self-esteem than their neurotypical peers due to the added challenges that they experience. Most school-based learning systems are not designed for students with learning differences, and this can cause these children and adolescents to doubt themselves and their intelligence. Children with dyslexia, dysgraphia, dyscalculia, ADHD, or another learning disorder may experience above average levels of stress and frustration when it comes to completing their schoolwork. They may compare themselves and their abilities to that of their neurotypical classmates, leading to feelings of shame and anxiety.

Unraveling the Stigma Against Learning Disabilities

Each disorder may impact a child in different ways depending on their symptoms, but stigma is a factor that should be considered in each case. The challenges that a student with learning differences may face can sometimes be seen as “laziness” by their teachers, and many of these children may try to hide their struggles for fear of being shamed. Oftentimes, a student who does not receive appropriate support for their learning differences may be held back a grade, suspended, or even drop out.

What is perhaps most jarring about the stigma that students with learning differences face is that these individuals are, on average, no less intelligent than their neurotypical peers. In fact, some students with these conditions have above average IQs or are considered to be academically “gifted.” Despite this, their grades may suffer without the appropriate symptom recognition and interventions.

The Signs & Symptoms of Common Learning Disorders

Learning disabilities are not due to problems with hearing, vision, or intelligence. The signs of these conditions may be difficult to recognize before a child enters the school system or reaches school age, but common symptoms that parents or teachers may notice include:

• Reading below grade level
• Difficulty spelling
• Trouble processing and understanding what is heard
• Problems completing tasks that involve reading, writing, or math (depending on the condition)
• Taking longer than expected to complete tasks involving reading, writing, or mathematical equations
• An inability to sound out new or unfamiliar words
• Difficulties writing in a straight line
• Issues with sentence structure and capitalization
• Writing letters in reverse
• Trouble counting
• Test anxiety
• Avoidance of tasks that require reading, writing, or doing math
• Trouble focusing on or completing assigned tasks

The symptoms of each learning disorder vary by type, but all can lead to academic struggles if the condition is not properly assessed for, diagnosed, and understood. There is also the possibility of emotional symptoms, such as acting out, refusing to go to school, not wanting to show schoolwork, or even saying self-critical statements.

The Importance of Understanding “How” a Learning Disorder is Affecting a Student

Once symptoms of a learning disorder are identified, the next step will involve special tests administered by a professional. School psychologists often play an integral role in this process, as they are certified to use psychological assessment tools that narrow down the cause of a student’s learning troubles. While most assessment tools measure what symptoms a child is experiencing, only a few are designed to measure how these conditions are impacting the student’s ability to learn. This is an important differentiation to make, as knowing how a learning disorder is affecting a child or adolescent is key to developing targeted learning plans.

A few assessment tools that are used to identify specific disorder subtypes and the impacts of symptoms include:

• Feifer Assessment of Reading™ (FAR™) – Used to evaluate suspected reading disorders and identify the specific subtype of dyslexia.
• Feifer Assessment of Writing™ (FAW™) – Used to examine the underlying processes that support written language skills.
• Feifer Assessment of Mathematics™ (FAM™) – Used to evaluate suspected math disorders and identify the specific subtype of dyscalculia.

These tests are based on theories rooted in neuropsychology, with unique features that measure cognitive processing to gain insight into why a student is struggling with reading, writing, or math. Developed by Steven G. Feifer, DEd, NCSP, ABSNP, an internationally renowned speaker and author in the field of learning disabilities, the FAR, FAW, and FAM differ from traditional academic achievement assessments in that they identify specific strengths and weaknesses to help clinicians develop targeted interventions that work.

Boosting Children’s Self-Esteem in the Classroom and at Home

When a student is provided with the right strategies and interventions to support their needs when it comes to dyslexia, dyscalculia, or dysgraphia, they are able to feel more confident in their abilities and can experience greater academic success. In turn, this leads to improvements in self-esteem.

Even having the right diagnosis can lead to better self-esteem, as a child may blame themselves for their learning struggles if they do not have an explanation for what is causing these problems. By understanding that they have dyslexia, dysgraphia, or dyscalculia—and the specific subtype(s) of their condition—a student may feel more empowered to seek additional resources, communicate their struggles more effectively, and embrace their strengths.

The importance of assessing learning difficulties in children cannot be overstated, and using specialized assessment tools is the first step in supporting their success as well as boosting their self-esteem. Discover how the FAR, FAW, and FAM can change the way you evaluate learning disorders today.

Sources:

-Pandy, Renee I. (2012). Learning Disabilities and Self-Esteem. All Capstone Projects. https://opus.govst.edu/capstones/133

- Musetti, A., Eboli, G., Cavallini, F., & Corsano, P. (2019). Social relationships, self-esteem, and loneliness in adolescents with learning disabilities. Giovanni Fioriti Editore Clinical Neuropsychiatry Journal of Treatment Evaluation. https://pmc.ncbi.nlm.nih.gov/articles/PMC8650192/