Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents

Ihbour, Said; Anarghou, Hammou; Boulhana, Abdelmounaim; Najimi, Mohamed; Chigr, Fatiha

doi:10.1590/1980-57642021dn15-040014

Cited by 11 publications

(5 citation statements)

References 29 publications

(37 reference statements)

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“…Studies published since this review have mostly supported these findings, with several papers reporting significant associations between anxiety or depression scores and poor reading, sometimes moderated by gender (Anxiety: Aro et al, 2022;Castagna et al, 2021;Elgendi et al, 2021;Ihbour et al, 2021;Macdonald et al, 2021;Tobaoda Barber et al, 2021;Wang, 2021 [girls, but not boys]; and Zuppardo et al, 2021;Depression: Daniel et al, 2006;Ihbour et al, 2021;Maughan et al, 2003 [Grades 1 and 4 boys, but not Grade 7 boys]; and Wang, 2021); and between poor reading and behavioural problems (externalising behaviours).…”

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confidence: 56%

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Reading and Psychosocial Development in Finnish Children: Poor Reading Is Associated With Later Anxiety

Robidoux¹,

Eklund²,

McArthur³

et al. 2023

Preprint

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Poor reading has been linked to negative outcomes on a wide range of psychosocialdimensions in children. However, little is known about the time course of theseassociations. In this study we analyse data from the Finnish JyväskyläLongitudinal Study of Dyslexia (N=199; 106 boys) which included measures ofadaptability, aggression, anxiety, attention, atypicality, depression, hyperactivity,social skills, somatization and withdrawal at ages 4, 5, 6 (pre-school), 8, and 9.Reading fluency was assessed in Grade 1 (age 7 or 8). In a series of stepwiseregression models, we assessed whether pre-school psychosocial measures wereassociated with reading fluency, and whether reading fluency was associated withlater psychosocial development, after controlling for family-risk of dyslexia and thechildren’s non-verbal IQ. We also examined whether associations between readingand psychosocial development differed between boys and girls. Consistent withprevious longitudinal studies, we found that of the pre-school measures, onlysymptoms of attention difficulties were associated with poorer reading outcomes inGrade 1. Associations between reading fluency and pre-school measures ofatypicality and somatization (not significant as main effects) interacted withgender, but are difficult to interpret. Also consistent with other studies, we foundthat poor reading fluency in Grade 1 was associated with increased symptoms ofanxiety in children at ages 8 and 9. Gender did not moderate any associationsbetween reading fluency and later measures of psychosocial development.

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confidence: 56%

“…Though much of this research has focussed on English readers, studies have also examined Italian (Zuppardo et al, 2021), Mandarin (Wang, 2020), Arabic (Ihbour et al, 2021), Finnish (Aro et al, 2022), and Swedish (Kempe et al, 2011) children.…”

mentioning

confidence: 99%

Reading and Psychosocial Development in Finnish Children: Poor Reading Is Associated With Later Anxiety

Robidoux¹,

Eklund²,

McArthur³

et al. 2023

Preprint

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“…The emotional problems examined in our study were assessed by three scales that were already successfully used on the people of Morocco (Ihbour et al, 2021). (1984).…”

Section: Toolsmentioning

confidence: 99%

Links between reading acquisition level, emotional difficulties and academic performance in school-aged children

Ihbour

Essaidi²,

Laaroussi³

et al. 2022

JMHTEP

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Purpose This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context. Design/methodology/approach This cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters. Findings Emotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys. Research limitations/implications This study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them. Practical implications The trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system. Originality/value In addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers.

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“…For example, a scoping review conducted by [18] demonstrated that while factors such as self-esteem are often identified in research studies, research focusing on associations between mental health and these factors in the context of dyslexia were limited. Children often talk about worries, stress and embarrassment in the context of their dyslexic symptoms [19], and some links between dyslexia and poorer mental health in terms of higher rates of anxiety, depressive symptoms, and learned helplessness have been found [9,13,15,19]. However, there is a lack of research which investigates how PPIs can have a direct impact on mental health through the improvement of factors such as self-esteem in dyslexic students.…”

Section: Introductionmentioning

confidence: 99%

Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review

Abu Omar,

Kirkman,

Scott

et al. 2024

Youth

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Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.

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Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents

Cited by 11 publications

References 29 publications

Reading and Psychosocial Development in Finnish Children: Poor Reading Is Associated With Later Anxiety

Reading and Psychosocial Development in Finnish Children: Poor Reading Is Associated With Later Anxiety

Links between reading acquisition level, emotional difficulties and academic performance in school-aged children

Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review

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