Students with specific learning disabilities are more likely to develop which of the following compared to their peers?

Students with specific learning disabilities often struggle with academic tasks that are expected to be within their capability based on their age and intelligence. These challenges can lead to repeated experiences of failure in school settings, which can be exacerbated by the lack of adequate support and understanding from educators and peers. As a result, these students may begin to internalize negative perceptions about their abilities and self-worth, leading to low self-esteem.

Low self-esteem can manifest in various ways, including avoidance of academic challenges, reluctance to participate in class, and increased feelings of frustration and anxiety. This cycle can continue to perpetuate negative feelings about their own capabilities, making it difficult for them to engage fully in their education and social interactions.

While there can be associations of specific learning disabilities with other factors such as speech problems, conduct disorders, or unrealistic fears, these do not have the same direct correlation to the impact on self-esteem as the cumulative effects of repeated academic challenges and social comparisons. Thus, low self-esteem emerges as a prevalent concern for students facing these specific learning challenges.