Emotional Functioning Running Head: Emotional Functioning

The Connection between Emotional Functioning and Learning Disabilities in Schools Bronwen Strembiski

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Abstract Much research has demonstrated that students with learning disabilities experience emotional distress related to their difficulties. Students with learning disabilities tend to have higher levels of emotional concerns, such as depression, loneliness, and low self-esteem, than do their peers without disabilities. Drawing on a range of studies that address possible interactions between learning disabilities and emotional functioning, this review considers the emotional struggles of students with learning disabilities in a range of social and educational contexts. This research points to ways that low self-esteem and a lack of confidence serve to further interfere with learning and academic success for these students and reinforce a cycle of failure and negativity.

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The Connection between emotional functioning and learning disabilities in schools Introduction Children with learning disabilities (LD) often have problems that go far beyond those experienced in reading, writing, math, memory, or organization. Although not all students with LD experience emotional and social difficulties, for many students strong feelings of frustration, anger, sadness, or shame can lead to psychological difficulties such as anxiety, depression, or low self-esteem. According to Jill Davies and Alison GiroudSaunders (2006), the main risk factors include cognitive deficits, communication difficulties, increased health needs and experience of bullying and/or victimisation. For many children with LD, it is hard to express what they are feeling and maintaining appropriate behaviours. Therefore, they tend to exhibit mostly non-verbal cues (Bauminger, Edelsztein and Mirash, 2005). Without the ability to effectively verbalize needs, wants or feelings, children with LD often express their emotional struggles more through their behaviour than by talking.

It is all too easy for people to assume the behaviour is because of the learning disability and not that the person is suffering inside and in many instances in silence (Gorman, 1999). At times, a child's learning disability

Emotional Functioning goes unnoticed because other aspects of the child are more salient, such as

acting-out behaviours or personality features. Unfortunately, character flaws are often blamed for the childs problems (Butcher, Minima & Hooley, 2007). Teachers may be focused on a child's demeanour or actions and consequently may not realize that learning difficulties are present (Davies, Giraud-Saunders,2006). The interaction between LD and emotional functioning is a complex one. It isnt always clear whether emotional difficulties contribute to academic difficulties or if the LD contributes to emotional functioning. Either way, poor emotional understanding interferes with learning, limiting academic success (Mercer & Mercer, 2005). The purpose of this article is to review research regarding the connection between emotional functioning and learning disabilities and to evaluate the overall scope of the issue, while looking at specific connections between the two. Scope of the Issue It is hard to get a true handle on the scope of the issue. Research results examining mental health and emotional functioning of students with LD have been mixed (Howard and Tyron, 2002). In part, this may be due to the difficulty LD students have in articulating what is going in internally and externally (Davies and Giraud-Saunders, 2006). Vee Prasher (1999) thinks that the detection of depression in people with LD is difficult because of their problems in understanding and expression of feelings of

Emotional Functioning sadness...misinterpretation of behaviours, low levels of recognition of

symptoms by carers and professionals, and misdiagnosis. Another possible explanation is the persons desire to please the examiner. They may be overly agreeable (Prasher, 1999). Therefore self-reporting of psychiatric symptoms provided or not provided by LD students must be analysed with caution (Howard and Tyron, 2002).

According to Mind, the leading mental health charity in England and Wales, it has been estimated that 2540 per cent of people with learning disabilities experience more of the risk factors associated with mental health, such as adverse life events and lack of social support than there counterparts. Davies and Giraud-Saunders (2006) suggest that at some time approximately 40 percent of young people with a learning disability will experience a mental health problem, which compares to 10 percent of those who do not have LD. While Lori Ann Navarrete (1999) examines some of the statistical evidence around childhood depression, she does not focus specifically on the link between the numbers and learning disabilities. She states that according to the National Institute of Mental Health, approximately 3 to 5 percent of children under the age of 18 experienced a serious depressive episode at some point. When looking at moderatedepression, she found the percentage range to be even greater 1.3 to 28. Navarrete later reports that various scholars estimate that between 6 to 48

Emotional Functioning percent of adolescent LD students experience either moderate or severe depression. Since the article does not give a percentage of students without LD there is no way of knowing whether it is in fact higher or by how much. Bryan, Burstein and Ergul (2004) suggest that 25 percent of children with developmental disabilities have feelings of loneliness compared to only 1018 percent of those without.

Howard and Tyrons research suggests that a large percentage of an urban sample of adolescents with LD either rated themselves (approximately 45 percent) or were rated by their counsellors (43 percent) as having clinically significant levels of depressive symptoms. Their study did not sample any students without LD, so it is impossible to know whether the percentage would be higher or lower for these students. One study suggests that as many as 30% of students with LD could also be formally diagnosed with another disability that is, they could have ADHD, depression, or another disorder (Hallaham, Lloyd, Kauffman, Weiss, & Martinez, 2005). John Maag and Robert Reid (2006) suggest that the percentage of students with LD may be higher than the 2 percent found in the general population. They do caution that the empirically derived cutoff scores may yield a number of false positives or negatives. It is also important to note that higher scores do not necessarily translate into clinically significant differences.

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While there are a number of reports dealing with the presence of depression in people with LD, Prasher (1999) says the results should be reviewed with caution. Many of the studies have methodological error, including (a)
confusion regarding the use of the term 'depression' - the term has been applied to 'low mood', to a single current depressive episode, to past depressive episodes and to a bipolar affective disorder; (b) bias in sample selection - whether the sample studied accurately represents the target population; (c) instruments with disputable validity and reliability used to determine psychopathology; (d) appropriateness of the diagnostic criteria used; and (e) errors in application of diagnostic criteria.

Maag and Reid (2006) also suggest variables that need to be considered, such as gender, age, the instruments measuring any construct and the psychometric properties of commonly used depression scales.

Based on the mixed results, more research is needed to investigate the correlation between emotional functioning and LD. However, rather than just increase the number of studies it is important to look beyond the depression inventory cutoff score. The use of epidemiological methods are required to do evaluations; unfortunately, the resources arent readily available (Maag and Reid, 2006). Whether underlying genetic abnormalities or intellectual impairment predispose to depression (also) requires further investigation (Prasher, 1999). It is not easy to determine whether LD put children at risk for depression or if depression causes or worsens LD. Another possible theory is that an overarching brain dysfunction increases the likelihood of both (Gorman, 1999). The limbic system, emotional brain, has the capacity

Emotional Functioning to unlock or block access to learning, memory, and the capacity to make fresh associations. Although the directional relationship may never be identified, it is important to identify the possible interaction. Gorman (1999) offers five possible ways in which emotional functioning and LD interact: 1. Learning disabilities may lead to emotional distress

2. Learning disabilities may raise or exacerbate existing emotional concerns. 3. Emotional issues may mask a childs learning disabilities. 4. Emotional issues may exacerbate learning difficulties. 5. Conversely, emotional health may enhance the performance of children with learning disabilities.

Making the Connection Research seems to agree that there is a give-and-take connection between academic achievement and social-emotional difficulties. Emotional functioning impacts various aspects of ones life, including the self-concept, academic skills and social interactions, and effective development of all youth, even those without LD (Navarrete, 1999). As integration becomes more popular, it is vital for all teachers to understand the connection between emotional concerns and learning disabilities and the impact of that relationship on the students ability to function (Gorman, 1999). Poor emotional functioning or negative affect will likely shade childrens

Emotional Functioning perception and interpretations of others behaviours towards them, others responses towards them, and their own self-concept (Bryan, Burstein and Ergul, 2004).

Self-concept Some kids with learning difficulties may become either anxious or depressed as a result of ongoing academic and non-academic struggles related to their LD. If children meet failure and frustration, they learn that they are inferior to others, and that their efforts make very little difference. Instead of feeling powerful and productive, they learn that their environment acts upon them. They feel powerless and incompetent. They often feel as though events are beyond their control (Gorman, 1999). Children may try to escape into a fantasy world to elude the painful familiarity of failure. This not only results in failing to learn new skills, but emphasizes the children's sense that the disability is too great to cope with (Gorman, 1999).

Some researchers have found that students with LD generally have poor selfconcepts related to their academics, but not always related to their global self-concept (Gorman, 1999). Some research suggests that the self-concept for students with LD as it relates to social status seems to be inconsistent (Bryan, Burstein and Ergul, 2004). Although it has been shown that some

Emotional Functioning students with LD still expressed more loneliness, felt less integrated in the schools, and were victimized (e.g., physically assaulted, had their

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possessions removed) more often than were other students (Gorman, 1999).

Acting Out Aspects such as personality features or acting-out behaviours often mask learning disabilities (Gorman, 1999). There are a number of negative or inappropriate behaviours that have been attributed to students with LD, including a lack of skills in initiating and sustaining positive social relationships (Bryan, Burstein and Ergul, 2004). Children who display actingout behavior are often seen as having behavioral problems. They may act out in class, get into fights with other children, display defiance toward teachers, and exhibit other disruptive behaviours (Gorman, 1999). Some children may intentionally or unintentionally distract their teachers from their learning difficulties by their disruptive behaviours (Bryan, Burstein and Ergul, 2004). The experience of failure can result in aggressive anger, which may then be felt either internally or acted out on others (Gorman, 1999). It is important to view a childs behaviour in reference to normal development (Butcher, Minika & Hooley, 2007).

Whether a child is unintentionally or deliberately acting out, it is easy for teachers to note the behavioural problems, particularly if there are external

Emotional Functioning circumstances that can account for emotional disturbance, and not to consider the possible role of learning difficulties (Gorman, 1999).

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In the Classroom and at school Emotional functioning impacts life in school; for students with LD it can be more difficult than those without. Negative affect (anger, fear, anxiety or depression) depress memory and produce inefficient information processing. It affects the performance of complex functions that require flexibility, integration and utilization of cognitive material (Bryan, Burstein and Ergul, 2004). Some researchers have found that students with learning disabilities, as early as in Grade 3, have negative academic self-concepts that may be generalized from low self-views in specific academic subjects (Gorman, 1999). When constantly experiencing difficulties, children may give up or lose focus, making it difficult to learn new skills.

Researchers have learned that when typical learners succeed, they credit their own efforts for their success. When they fail, they tell themselves to try harder. However, when the individuals with LD succeed, they are likely to attribute their success to luck. When they fail, they simply see themselves as stupid. Therefore, students with LD have lower academic self-concepts than peers (Bryan, Burstein and Ergul, 2004). Furthermore, if a child's efforts are

Emotional Functioning unsuccessful, but he or she sees peers receive praise for their work, it is

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highly likely that the child will become unresponsive to school-related events and may abandon effort (Gorman, 1999).

Students with LD can be either withdrawn or disruptive in behaviour. Many students with LD engage in more attention seeking behaviour than their counterparts (Bryan, Burstein and Ergul, 2004). They are often seen as less attentive, less cooperative and more active. It often appears as though they are not following directions or completing tasks. Problems at school could lead to dependency and learned helplessness as maladaptive style of coping (Gorman, 1999).

In Social Settings When studying emotional functioning it is important to look at the impact of affect on social skills and status. Social cognition includes the childs ability to spontaneously read and correctly interpret verbal and nonverbal social and emotional cue; the ability to recognize central and peripheral social and emotional information; the knowledge of different social behaviours (e.g.,

Emotional Functioning how to initiate a conversation, how to negotiate needs, how to make group entry); and the ability to make adequate attribution about another persons mental state (i.e., theory of mind ability or role taking abilities (Bauminger, Edelsztient and Morash, 2005). When observing children in social settings it is important to recognize and label non-verbal cues. While this can be done, it requires attention to often subtle, feeling cues (Bryan, Burstein and Ergul, 2004). The difficulties in social relationships are in large part due to the inherent cognitive and

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communication problems that students with LD generally have (Elksnin and Elksnin, 2004). Most individuals with LD misinterpret social cues and have difficulty solving problems. It is hard for them to focus on a variety of responses and to effectively evaluate them (Bryan, Burstein and Ergul, 2004). Research based on such claims has revealed that children and adolescents with LD are less sensitive to the social meaning of gesture and facial expression and have more difficulty discriminating vocal tones than children those without LD.

Given the childs attention, memory, reasoning, focus and information processing abilities, it is often difficult for the child to link their cognitive and social-emotional difficulties together (Bauminger, Edelsztient and Morash,

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2005). These weaknesses make it difficult for students with LD to assess the situation or to create flexible approaches to goal setting (Bryan, Burstein and Ergul, 2004). Their difficulties in interacting with the environment can also lead to the development of depressive symptoms or anxiety (Howard and Tryon, 2002).

Research has shown that children with learning disabilities are less accepted, and often rejected by their peers (Elksnin and Elksnin, 2004). Such social rejection can result in loss of self-esteem and negative views of oneself. Undoubtedly, this reduced social competence, whether actual or perceived, results in emotional concerns for these children (Elksnin and Elksnin, 2004). Social rejection can result in feelings of loneliness, which, in turn, may lead to psychological difficulties, such as depressive illnesses or anxiety disorders. For example, whether they lack friends, get into fights, or feel they are misunderstood, children with learning disabilities most likely will experience additional confusion, sadness, and anxiety that may already be present as a result of the learning disabilities themselves.

The Effect of Positive Emotions While negative affect depresses memory and information processing, positive affect has been found to increase performance on various tasks, such as memory, computation, and discrimination tasks (Gorman,1999). This makes it easier for children to learn new information and induces positive

Emotional Functioning feelings (Bryan, Burstein and Ergul, 2004). Academic performance can generally be predicted by ones attitude towards school (Elksin and Elksin, 2004). Positive affect results in a more effective use of cognitive material

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than neutral or negative moods; it may also impact cognitive organization so cognitive material is more easily integrated and related (Gorman, 1999).

The same can be said when looking at social connections. Strong social networks are an important consideration when assessing school performance. Elksin and Elksin (2004) suggest that children who develop friendships earlier on in the school year performed better academically than those who were rejected.

Final Thought All of the research articles agree that social-emotional functioning is key to academic learning. Skills in these areas can improve school performance and peer relationships in those students with LD. Being able to recognize and manage their emotions supports students learning and positive interpersonal relationships (Elksin and Elksin, 2004). While the scope of the issue is still debatable, it is commonly agreed that a connection exists. The connection between emotional functioning and learning disabilities may be at work in any given situation. However, it may be impossible to definitively identify the causes of poor performance or inappropriate behaviour.

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As a consequence of struggling day in and day out at school, many individuals with LD perceive themselves as less competent. As a result of this constant struggle and failure, a negative self-image may develop even when others offer support and encouragement. Low self-esteem and a lack of confidence only serve to further interfere with learning and academic success and reinforce a cycle of failure and negativity. This expectation of failure could lead to reduced effort, declining ability to concentrate or trouble applying the skills they do have (Gorman, 1999). Emotional practices can predict, avert, or plan for academic satisfaction.

It is important to consider the repeated failure students with LD experience as they fight their way through the educational system, which may misunderstand or ignore their needs. Their academic struggles and failures are often met with frustration by teachers, peers, and parents. Such criticism can take the form of negative labelling such as slow, lazy, or dumb. Rather than developing a sense of pride in their accomplishments, children with LD may find themselves in a cycle of frustration and shame. Scars from many distressing school-related incidents of failure may stay with the child even as the LD struggles improve (Butcher, Minika, & Hooley, 2007).

Emotional Functioning These findings suggest that the emotional effects of LD make life in school more difficult for children with LD than for their peers without disabilities. Research based on such claims has revealed that children and adolescents with LD are less sensitive to the social meaning of gesture and facial

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expression and have more difficulty discriminating vocal tones than children those without LD. Academic success means understanding the childs LD and appropriately targeting behavioural struggles. Students should be placed in settings that are supportive and have reasonable structure. It is important to help children with LD to regulate their emotions better, so they can have a successful time at school and in the future.

Emotional Functioning References Bauminger, N., Edelsztein, H.S. & Morash, J. (2005). Social Information Processing and Emotional Understanding in Children with LD. Journal of Learning Disabilities, 38(1), 45-61. Retrieved January 31, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 782937881). Butcher, J., Mineka, S. & Hooley, J. (2007) Abnormal Psychology (13th Ed). USA: Pearson Education, Inc.

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Bryan, T., Burstein, K. & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27(1), 45-51. Retrieved January 31, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 665950111).

Davies, J. & Giraud-Saunders, A. (2006). Support and services for young people with learning disabilities and mental health problems. Housing, Care and Support, 9(3), 31-39. Retrieved January 21, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1287628301). Elksnin, L.K. & Elksnin, N. (2004). The social-emotional side of learning disabilities. Learning Disability Quarterly, 27(1), 3-8. Retrieved January 31, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 665950091).

Gorman, J.C. (1999). Understanding Children's Hearts and Minds: Emotional Functioning and Learning Disabilities. Retrieved January 21, 2008, from http://www.ldonline.org/article/6292. Hallahan, D., Lloyd, J., Kauffman, J., Weiss, M. & Martiney, E. (2005). Learning Disabilities: Foundation, characteristics and effective teaching (3rd ed). USA: Pearson Education Inc. Howard, K. A. & Tyron, G.S. (2002). Depressive symptoms in and type of classroom placement for adolescent with LD. Journal of Learning

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Mercer, C. & Mercer, A. (2005) Teaching Students with Learning Problems (7th ed). USA: Pearson Prentice Hall.

Mind (2005). Learning disabilities and mental health problems. Retrieved January 21, 2008, from http://www.mind.org.uk/Information/Factsheets/Learning+disabilities/#_ftnre f10.

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