Resilience and Learning Differences (dyslexia and ADHD)
Resilience. It is a buzzword, and for good reason. But what does resilience mean and why does it matter when talking about kids with learning disabilities, ADHD, or dyslexia?
One study defines resilience as “achieving positive outcomes despite challenging or threatening circumstances, coping successfully with traumatic experiences, and avoiding negative paths linked with risks.” [1] So resilience is about being able to get through difficult situations, and challenging circumstances and to avoid risk. If you are knee-deep in the learning difference world as a parent or an educator, you know that kids with learning differences often encounter many difficulties in their lives. From trying to keep up, feeling stigmatized, feeling stressed, feeling stuck, anxiety, depression, shame, feeling left behind, and more; these can all be seen as hurdles for these kids. The research found that many kids with learning disabilities had severe stress (16.6%), severe depression (14.2%), and severe anxiety (23.8%) [2].
So, do these kids have the resilience to help them through this?
In one study, researchers found that there were low levels of resilience in 75% of the children and adolescents who had learning disabilities [2]. That is a big and concerning number.
Some of the kids who have the most risk, and exposure to challenges, also have low levels of resilience. So what do we know so far about resilience in kids with learning differences?
Research found that those students who have learning disabilities who ARE resilient (Zolkoski and Bullock, 2012):
Look for personal control over their lives
Are willing to seek out and accept support
Set goals
Possess a strong will to succeed
Demonstrate high levels of persistence.
They discussed that “one of the most noticeable differences between resilient and non-resilient students was that those who are resilient demonstrated an ability to identify success experiences, were able to identify their strengths and showed strong self-determination to succeed” [1].
So we know that kids with learning disabilities have more risk for challenge and struggle and that they may also have lower levels of resilience (which could be a huge asset to help them deal with those challenges and difficult situations). But we also have some insights into what resilience might look like in this population.
So what are some strategies we use to help our kids to build and develop resilience?
Build their confidence, both inside and outside of the classroom. Have them participate in activities that they are good at, and that they like doing.
Set goals that they can achieve to help build motivation, and that will teach them about determination and perseverance
Teach them how to self-advocate and speak up for what they need
Work on self-compassion and being understanding towards ourselves when we do encounter struggles
Find strategies to get through the stressful times (think mindfulness, meditation, calming activities, etc.)
Focus on building emotional intelligence and social competence
Practice looking for the silver linings and positivity in experiences
Celebrate mistakes - they mean that you are learning, growing, and taking risks
Develop a sense of purpose and look to the possibilities of the future
“Life doesn’t get easier or more forgiving; we get stronger and more resilient.”
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Written by Jillian Watson, B.Ed. M.E.d, OCT
References
[1] Staci M. Zolkoski, Lyndal M. Bullock, Resilience in children and youth: A review, Children and Youth Services Review, Volume 34, Issue 12, 2012, Pages 2295-2303,
[2] Panicker, A. S., & Chelliah, A. (2016). Resilience and Stress in Children and Adolescents with Specific Learning Disability. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 25(1), 17–23