Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2024-06-05 DOI:10.1002/dys.1775
Adrienne Wilmot, Penelope Hasking, Suze Leitão, Elizabeth Hill, Mark Boyes
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Abstract

Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.

Abstract Image

从神经多样性的角度了解发育性阅读障碍患者的心理健康:学校联系对焦虑、抑郁和行为问题的中介效应
读写障碍是一种以文字阅读能力差为特征的神经认知差异,与内化(如焦虑)和外化(如攻击性)心理健康问题的风险升高有关,其原因在很大程度上是未知的。我们从神经多样性的角度出发,探讨了学校联系是否能调节这些关联。共有 283 名小学生(其中 87 名患有阅读障碍)及其照顾者(95.4% 为母亲)完成了一系列经过严格验证的关联性和心理健康测量。两个中介模型(一个是儿童报告模型,另一个是照顾者报告模型)测试了阅读障碍通过学校联系的几个领域对焦虑、抑郁和行为问题的直接和间接影响。在控制了性别和除阅读障碍以外的其他神经发育状况后,阅读障碍对儿童或照料者报告的内化症状或儿童报告的行为问题没有直接影响。阅读障碍与儿童和照顾者报告的焦虑、抑郁和行为问题有关,这是因为学校(而非教师、朋友或同伴)的联系水平较低。研究结果表明,学校联系是针对阅读障碍儿童心理健康的一个重要干预目标。未来的研究需要检验阅读障碍、学校联系和心理健康之间随着时间推移而产生的关联。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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