Students spend 30 hours or more per week in class followed by homework in the evening. If the student is unsuccessful in their attainment of just one academic skill they can be devastated and yet they are forced to return every day to face the same struggle. Difficulties with learning can negatively impact a student’s feeling of self-worth and undermine their confidence in themselves as capable learners.
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When school is difficult, students will do whatever they can to remove attention from their failure. Some passively give up by appearing to be helpless, while others rebel by refusing to do work by not paying attention or acting out in class. In time, they may get into fights with peers, talk back to adults or stop attending school altogether.
Learning problems can have different origins. Some students are hesitant to take risks; every time a new skill is taught they face possible danger of failure. Anxiety can cause students to fear new tasks or do poorly on tests. A weakness in memory development can make it difficult for a student to retain previously learned information. When a student is a visual learner and the teacher uses a lecture format for teaching, an otherwise average student can be lost. Limitations in attention and concentration often make learning a challenge because the individual is only processing a portion of what she/he is exposed to. Whatever the cause of the learning problem, it is important that it be identified and the students needs be addressed so that they can be spared additional problems and improve their chance for success.
To identify the cause of a learning problem, ask for the opinions and ideas of the experts at your school. If a learning disability is suspected, the student will require an assessment. This can be done through the public school or privately with an educational psychologist. A learning disability is not something to fear. Most students with learning disabilities welcome help and are relieved to find they are not stupid or lazy. It enables them to focus on and make use of their strengths rather than remaining prisoner to their weaknesses. Assistance for them should focus on teaching the student methods for compensating for their difficulties while helping them to catch up to their grade level peers. As a result, the student’s self-esteem is enhanced and they find the confidence to persevere.
Laurie Adachi is an Educational Psychologist and a School Neuropsychologist.