Exploring academic and character strengths in students with sex chromosome aneuploidies

Abstract

Children with sex chromosome aneuploidies (SCAs) are often characterized in the literature by limitations and pathologies related to the genetic diagnosis. This study aimed to broaden the SCA phenotype by describing parent reported character and academic strengths. Parents of children with SCAs ages 3-21 (N=377) responded to an electronic survey asking them to describe their child’s strengths in academic settings. Responses were coded for strengths-based content and analyzed using a mixed-methods content analysis approach. We identified overarching qualitative themes of Social Strengths and Assets for Learning. Quantitative results showed a pattern of overlapping strengths among the trisomy SCAs (perseverance and love of learning), with some significant differences between children with supernumerary X chromosomes (strengths in kindness) and those with an additional Y chromosome (strengths in curiosity, humor, and teamwork). Suggestions for future strengths-based research and educational practices to address academic, developmental, and psychosocial risks are explored.

Understanding the phenotypic spectrum and family experiences of XYY syndrome: Important considerations for genetic counseling

“…Academic difficulties among individuals with XYY are common, and individuals often receive special education (Geerts et al 2003 ; Linden and Bender 2002 ). However, it should be noted that individuals with XYY possess other strengths in the academic setting, such as curiosity, humor, and teamwork (Thompson et al 2022 ). Additionally, individuals were reported to possess strengths in the areas of science, technology, engineering, and mathematics (Linden and Bender 2002 ; Thompson et al 2022 ).…”

“…While early intervention and multidisciplinary care are key to improving outcomes in children with XYY, a recent study also described the importance of interventions that highlight the strengths of children with XYY rather than solely targeting deficits (Thompson et al 2022 ). With respect to academic support, strengths-based approaches have been shown to improve student wellbeing, aid academic achievement, and build student capacity (Thompson et al 2022 ).…”

“…While early intervention and multidisciplinary care are key to improving outcomes in children with XYY, a recent study also described the importance of interventions that highlight the strengths of children with XYY rather than solely targeting deficits (Thompson et al 2022 ). With respect to academic support, strengths-based approaches have been shown to improve student wellbeing, aid academic achievement, and build student capacity (Thompson et al 2022 ). Additionally, strength-based approaches in the academic setting help set up students with XYY for success by increasing positive affect, reducing depressive symptoms, and enhancing quality of life (Schutte and Malouff 2019 ; Seligman et al 2005 ).…”

Evidence-based recommendations for delivering the diagnosis of X & Y chromosome multisomies in children, adolescents, and young adults: an integrative review

“…Parents strongly desire a balanced presentation of both positive and negative aspects of the condition [ 26 ]. While the literature has historically been focused on symptom characterization, studies are beginning to highlight relative strengths of children and individuals with these conditions, including kindness, honesty, being eager to please, and love of learning [ 57 , 58 ], which can be contextualized in reference to the parent–child relationship.…”

‘I Wish the School Had a Better Understanding of the Diagnosis’: parent perspectives on educational needs of students with sex chromosome aneuploidies

“…Noticing student assets and providing students with opportunities to utilize and share their strengths in the school setting may contribute to overall student well‐being. Prior studies have shown children with SCAs are prone to exceptional kindness, an eagerness to please, creative thinking and perseverance (Thompson et al., 2022). Finally, many students with SCAs will not have the option to attend the specialized schools with small class sizes and modified curriculum that some of our participants reported as beneficial.…”