The role of psychological assessment and family support in enhancing emotional well-being and academic performance of children with learning disabilities

Abstract

Children with learning disabilities often face significant emotional and academic challenges due to inadequate assessment and support systems. This study examines the impact of psychological assessment on anxiety, emotional well-being, and academic performance, with the moderating influence of intervention strategies, physical health, and family support. In this study, the term 'psychological assessment of children with learning disabilities' refers to scores obtained from validated standardized scales capturing students' academic difficulties, rather than clinical diagnosis of learning disabilities. Data was collected from 337 students with learning disabilities, their parents, and teachers, providing a multidimensional perspective. Findings reveal that psychological assessment positively correlates with improved emotional well-being and academic performance, particularly when supported by effective interventions, good physical health, and a stable family environment. These results underscore the importance of integrated psychological and educational support systems in enhancing the quality of life and learning experiences for children with learning disabilities.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.