Imagine being a child who feels distinctly different from your classmates. While they are engaged in one activity, you might be taken out of the classroom for something entirely different—something they’ve already mastered. Picture being called upon to read aloud, only to see the letters dance off the page. Or when you pick up a pencil, the words become jumbled and hard to decipher. Perhaps you struggle to grasp social cues, missing when peers want you to be quiet or leave them alone.
Though children can often be understanding, they can also be unkind. Research indicates that children with learning disabilities frequently experience feelings of isolation, have a tougher time making friends, and are often less popular than their neurotypical peers. A study published in the Journal of Learning Disabilities revealed that when students with learning disabilities shared their school experiences, they frequently expressed feelings of isolation, undervaluation, and oppression.
This resonates with me, as I too grew up with untreated inattentive ADHD. I was often lost in my thoughts, struggled to remember things, and made careless errors. Social interactions became increasingly difficult as I aged, leading to a limited circle of friends. When I transitioned to a new junior high, I found it even harder to connect, despite some structured support that helped me get organized. I was a lonely, sad child who often felt left out.
It’s not always a complete social exclusion, though. Take Alex, 34, who has dyscalculia, a learning difference affecting his math abilities. He recalls being met with comments from teachers and classmates like, “Why can’t you do this? You’re so smart!” This only added to his embarrassment and feelings of inadequacy. When he needed extra help, it was often misconstrued as laziness, leading to further confusion and isolation.
To gain more insight into this issue, Great Schools consulted Dr. Malka Margalit, an esteemed professor at Tel-Aviv University and a prominent researcher on loneliness in children with learning disabilities. Dr. Margalit found that these children often face genuine social challenges, resulting in weak social networks, low social standing, and rejection from their peers.
Jim, 35, who identifies as having Asperger’s, shared his experiences growing up in the ’80s and ’90s. He described feeling incredibly isolated, partly due to being placed in special education, which limited his social growth. However, at 14, he founded a group for teens and young adults with autism and Asperger’s, fostering connections in a supportive environment.
Another factor contributing to loneliness, as noted by Dr. Margalit, is a “performance deficit.” Even when children have the right social knowledge, they might struggle to apply it effectively. For example, 29-year-old David, diagnosed with ADHD early on, recalls his frequent trips to the principal’s office and how that affected his friendships. He often found himself ostracized due to behaviors associated with his condition.
Sara, age 31, faced similar challenges. She felt isolated not because she didn’t want to interact, but because she struggled to understand how. Dr. Margalit refers to this as a “knowledge deficit.” Sara often felt like she was observing her peers, attempting to mimic their interactions but failing to connect, which only deepened her loneliness.
The impact of these experiences can stretch into adulthood. An essay in Learning Disability Quarterly highlighted that adults with learning disabilities often feel stronger and more resilient, but they also grapple with the “imposter phenomenon”—a belief that their successes are merely luck rather than a reflection of their abilities. This mindset can lead to low self-esteem, social isolation, and emotional distress.
Clearly, it is essential to provide more support for children with learning disabilities. Beyond academic assistance, we must also prioritize their emotional well-being. Addressing their social and emotional needs alongside their educational objectives is crucial for their overall development. When we provide holistic support, we can truly say we are doing right by these children, who deserve every bit of help we can offer.
For more information on home insemination, check out our post on using at-home insemination kits. It’s important to support families in their journey to parenthood. For further insights on determining your baby’s gender, you can visit this resource on the Nub Theory, and for a comprehensive guide on pregnancy and home insemination, IVF Babble is an excellent resource.
In summary, children with learning disabilities often endure feelings of loneliness and social isolation, which can extend into adulthood. By providing emotional and social support alongside academic help, we can create a more inclusive environment for these children, ensuring they receive the holistic care they deserve.