Dyslexia and Mental Health: Understanding Emotional Challenges in Learning Disorders

BY: Neighbors’ Consejo |

Dyslexia, a neurodevelopmental disorder characterized by difficulties in reading and language comprehension. Given its profound impact dyslexia can have on emotional wellbeing, there is a critical need to understand how mental health concerns develop alongside this learning disorder. To what extent do emotional challenges exacerbate the cognitive difficulties associated with dyslexia, and how can mental health support be integrated into educational and clinical interventions? 

According to Fairfax County Public Schools, “dyslexia is comprised of three central components: struggles with word reading, spelling and/or reading fluency. The profile of a student with dyslexia contains one or more of these weaknesses, but the severity will vary across students. Since dyslexia occurs on a continuum of severity, the expression of dyslexia will appear different across students.” It is important to highlight that “the term dyslexia is argued to be problematic as it is not universally used; with other terms also used to define reading difficulties.” (McCarthy, 2015, p. 22):

• Specific reading retardation 
• Reading difficulties 
• Specific reading difficulties
• Reading disability
• Learning disability
• Unexpected reading difficulty
• Specific learning difficulties

From early misconceptions to modern research, studying its history sheds light on the progress made in diagnosis and support for individuals with dyslexia. As reported by Reid (2005) in “Understanding Dyslexia: A Guide for Teachers and Parents”, “the word dyslexia is only one of many terms that have been used over the years to describe children with literacy difficulties. As recently as the twentieth century, some authors expressed reservations. For instance, for some, the word dyslexia was synonymous with the term ‘specific learning difficulty’ (Rutter and Yule, 1975), while for others the term ‘specific developmental dyslexia’ (Pumphrey, 1996) was preferred.”

So, it is important to understand the precise moment of transition from a medical to an educational perspective. The same source affirms, “it was not until the mid-twentieth century that children with specific literacy difficulties began to be no longer considered to be under the jurisdiction of medicine. Educational and psychological research began to accumulate at this time, broadening understanding and refining concepts of child development. This increased knowledge base helped to redefine the origins of childhood learning difficulties and how best to manage these difficulties. Up to early and late twentieth century, school medical officers had been conducting the assessment of children with learning difficulties using intelligence tests devised by psychologist.”

What are the main characteristics of dyslexia? (Orton Gillingham Online Academy, n.d.)

1. Difficulty in learning to read, write, spell, and do arithmetic
2. Difficulty in following oral and written instructions
3. Cramped or illegible handwriting 
4. Difficulty in staying on task
5. Easily distracted
6. Confusion in sequence of letters and symbols
7. Delayed spoken language
8. Confusion about directions in space, time, right and left, up and down, north and south, yesterday and tomorrow
9. High level of frustration
10. Difficulty in retaining information
11. More than average test-taking anxiety
12. Increased of reduced energy level
13. Immaturity 

All of this raises our alarms to pay attention to those who suffer from this learning disability. We must therefore review the challenges these individuals face, keeping in mind that there is always a solution. The international Dyslexia Association consider: 

• Anxiety: Is the most frequent emotional symptom reported by both children and adults with dyslexia. Anxiety is a normal, adaptative human response intended to protect us from danger. It often results in the typical reactions of a fight or freeze when encountering an adverse situation.
• Anger: Many of the emotional problems caused by dyslexia occur out of frustration with school or social situations. 
• Poor self-image: The experiences that children have during the first years of school can affect their self-image. If they succeed in school, they will develop positive feelings about themselves and believe that they can succeed in life. 
• Depression: Although most children with dyslexia are not depressed, they are at higher risk for intense feelings of sorrow and pain. 

According to Barret et al. (2023), individuals with dyslexia often face emotional challenges that can lead to anxiety and depression. “The Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5); has a category for dyslexia within the Specific Learning Disorders (SLD); a category which also includes dyspraxia (difficulties with writing) and dyscalculia (difficulties with mathematics). It is difficult to estimate prevalence rates for dyslexia as many children remain unidentified. Nevertheless, it is generally believed that 5-10% of children experience severe and persistent word reading difficulties consistent with dyslexia; a figure which equates to approximately 2-4 children in an average-sized classroom.”

What are the types of evidence-based interventions about dyslexia? According to Parallel Learning: 

• Phonological awareness and phonics-based interventions 
• Multisensory structured language interventions
• Reading comprehension strategies
• Assistive technology and accommodations 

What are the behavioral interventions for dyslexia? The same source considered: 

• Self-regulation strategies
• Goal setting and motivation techniques
• Study skills and organizational strategies

Sadona Sky Academy published some important facts about dyslexia in the American population. 

• In the United States, dyslexia affects approximately 5-10% of the population, which translates to around 20 million people. 
• It is estimated that about 70-80% of individuals with poor reading skills have some form of dyslexia. 
• Research has shown that early screening and intervention can significantly improve outcomes for children with dyslexia. However, only about 1 in 5 students with dyslexia receive appropriate support and accommodations in schools. 

Dyslexia’s emotional toll is as significant as its cognitive challenges, often leading to anxiety, frustration, and low self-esteem. Mental health support, therefore, must be integral to interventions, as emotional wellbeing is key to effective learning. Organizations like Neighbors’ Consejo, which provides free mental health services in Washington, offer crucial resources for individuals grappling with dyslexia’s emotional impact. By incorporating both educational and psychological strategies, we can create holistic support systems. Addressing mental health alongside learning interventions is essential to helping individuals with dyslexia not just academically succeed but also thrive emotionally. 

References: 

Cleveland Clinic. (n.d.). Dyslexia. Cleveland Clinic. Retrieved September 20, 2024, from https://my.clevelandclinic.org/health/diseases/6005-dyslexia 

Fairfax Country Public Schools. (n.d.). High incidence disabilities team K-12. Fairfax Country Public Schools. Retrieved September 20, 2024, from https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12-2 

McCarthy, J. (2015). Dyslexia and mental health. Routledge. https://www.google.com/books/edition/Dyslexia_and_Mental_Health/4W4NCgAAQBAJ?hl=en&gbpv=1 

Ott, P. (1997). Understanding dyslexia: Aguide for teachers and parents. Heinemann. https://www.google.com/books/edition/Understanding_Dyslexia_A_Guide_For_Teach/xUMSlTPbXicC?hl=en&gbpv=1 

Orton Gillingham Online Academy. (2019, August 20). 13 characteristics of dyslexia. Retrieved September 20, 24, https://ortongillinghamonlinetutor.com/13-characteristics-of-dyslexia/ 

International Dyslexia Association. 8n.d.). Dyslexia and social-emotional health. International Dyslexia Association. Retrieved September 20, 2024, from https://dyslexiaida.org/social-emotional/ 

Thompson, P.A., Ge, T., Glatt, S. J., & Toga, A. W. (2023). Dyslexia: Advances in neuroimaging and genetics. Frontiers in Human Neuroscience, 17, 986445. https://doi.org/10.3389/fnhum.2023.986445 Sedona Sky Academy. (n.d.). Dyslexia stastics: Facts and figures. Sedona Sky Academy. Retrieved September 20, 2024, from https://www.sedonasky.org/blog/dyslexia-statistics–facts-and-figures#:~:text=In%20the%20United%20States%2C%20dyslexia,have%20some%20form%20of%20dyslexia.