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Hidden Struggles (LD)

  • John Smith
  • Apr 23
  • 4 min read

Learning Disabilities, Anxiety, and Body Language

School is often described as a place for growth, friendship, and self-discovery. But for students with learning disabilities (LD), it can be a much more complicated environment, with challenges that can be reflected outwardly through body language.


Students with LD frequently underperform academically, which can trigger or worsen psychological maladjustment over time (Feng et al., 2005; Grover et al., 2005; Sideridis, 2007). Struggling in school doesn’t just affect grades—it can chip away at self-esteem and contribute to long-term internalising disorders such as anxiety, depression, and social withdrawal.


Children with LD are particularly vulnerable because they often face social rejection and maintain lower self-concepts compared to peers without LD (Heath & Wiener, 1996; Howard & Tryon, 2002).

These struggles can sometimes be visibly detected through body language: a child may avoid eye contact, appear restless, or take up less space in group settings.

Anxiety disorders are especially common among this group. Research shows that anxiety symptoms often start early, with a median onset age of just 11 years (Kessler et al., 2005). Social anxiety, characterised by social incompetence and isolation, is often found alongside LD (Wiener & Sunohara, 1998). These symptoms might manifest physically as rigid body postures, nervous tics, or retreating behaviour in social interactions.


Studies consistently show that students with LD experience higher levels of school-related stress and anxiety than their peers (Geisthardt & Munsch, 1996; Wenz-Gross & Siperstein, 1998), with a meta-analysis finding that around 70% of students with LD experience higher anxiety symptoms than those without (Nelson & Harwood, 2011). Over time, persistent anxiety can lead to negative educational outcomes like failing to complete school or difficulty transitioning to higher education (Van Ameringen et al., 2003).


Beyond generalised LD, research has also explored more specific types such as Nonverbal Learning Disabilities (NLD) and Reading Disabilities (RD). Children with NLD often face challenges interpreting emotional and nonverbal cues (Semrud-Clikeman et al., 2010). Misreading social cues can lead to awkward interactions, sadness, and eventual social withdrawal (Little, 1993; Rourke & Tsatsanis, 2000).

Although findings are mixed, there is concern that older children and adults with NLD may be at a higher risk for depression and even suicide (Gross-Tsur et al., 1995). These internal battles might not always be voiced—but they can often be seen in the body: slouched shoulders, minimal movement, and avoidance of social spaces.


Similarly, children with RD are at an elevated risk for emotional difficulties like anxiety and depression (Maughan & Carroll, 2006; Dahle et al., 2011). A UK study found that nearly 10% of children with RD had a comorbid anxiety disorder—more than double the rate of children without literacy issues (Carroll et al., 2005). Children with RD may also suffer from low self-esteem and strained peer relationships, with body language often betraying their inner distress before words ever do (Margalit & Zak, 1984).


While many studies found significant emotional struggles among students with LD, others found no major differences between LD and non-LD groups in terms of anxiety or depression (Boetsch et al., 1996; Miller et al., 2005). This inconsistency underlines how complex and individual the relationship between learning challenges and mental health can be.


Ultimately, the connection between learning disabilities and psychological distress is clear—even if not uniform across every study. Whilst correlation is not causation, many of these emotional struggles are mirrored in students' body language, offering crucial nonverbal cues that educators, parents, and peers can learn to recognise. Noticing these signs early could help pave the way for earlier support, interventions, and emotional healing.



References

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