According to Alesi and his colleagues, psychosocial risk factors such as self-efficacy and school self-esteem contribute to gender differences (Alesi et al., 2014).
The study gave significant evidence supporting the association between depressive symptoms and poor performance in school.
The study also highlighted the main hurdles that children with learning disabilities encounter.
The barriers were the inability to access psychological therapies, lack of confidence as well as concerns on how to develop a therapeutic relationship with people who have disabilities.
The researcher suggested the need for young children to receive medication for depression instead of receiving psychological interventions.
It is up to the individuals in the relevant professions to be ensuring that talking therapies realizes the needs of young people with learning disabilities.
Introduction Schools play a significant and formative role in children’s cognitive, emotional, language, moral and social development.
Academic skills; for instance, reading, writing as well as mathematics form the foundation upon which a child’s performance at school is evaluated.
Likewise, children who exhibit learning disabilities have academic difficulties proportional to their learning abilities.
Such children often have impaired learning ability on important academic skills such as arithmetic, reading, spelling, and writing.