Teachers’ Perspectives on the Social and Emotional Functioning of Students With Nonverbal Learning Disabilities in Saudi Arabia: Problems and Solutions

Abstract

This study explores the social and emotional functioning of students with Nonverbal Learning Disabilities (NLD) in Saudi Arabia, with a particular focus on the difficulties these students face and the effectiveness of tailored interventions that were identified to support them. NLD is characterized by deficits in visual-spatial reasoning, motor coordination, and social interaction, despite relative strengths in verbal reasoning. While NLD has been extensively studied in many parts of the world, research in Arabic-speaking regions—and especially in Saudi Arabia—remains limited. This gap highlights the need to investigate how cultural and educational contexts shape the experiences of students with NLD and influence the types of support they receive. To address this gap, the study employed a descriptive survey method, collecting data from 67 educators specializing in learning disabilities in Al-Ahsa, Saudi Arabia. The study, which utilized a 25-item survey that respondents rated, was conducted during the second semester of AY 2024/2025. The survey responses were analyzed using descriptive statistical techniques to identify frequencies and percentages across the responses, and arithmetic averages to organize the responses. The findings indicate that teachers identify academic difficulties as the most common challenge among their students with NLD, followed by deficits in linguistic, social-emotional, and motor skills. The multidimensional nature of NLD is discussed as well as the need for holistic and culturally responsive intervention practices.

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