Social Stigma Impacts On Mental Health And Academic Outcomes In Children And Adolescents With Specific Learning Disabilities - Info and Reading Options

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The current research project has multiple aims. The first, is to examine the relations between stigma, stereotype threat and socio-emotional factors in predicting mental health and academic outcomes in children and early adolescents with specific learning disabilities (SLD). We will examine the existence and detrimental impact of stigma and stereotype threat on variations in socio-emotional factors, which in turn can have an impact on mental health and/or academic performance outcomes We will also investigate the roles of race, SES, and gender in those relations. Secondly, we aim to validate four emotional well-being (EBW) measures for a new population of students ages 11-14 with and without specific learning disabilities (SLD). These measures include: 1) Students’ Life Satisfaction Scale (SLSS; Huebner, 1991) Social and Emotional Health Survey (SEHS; Furlong et al., 2020), 3) Youth Quality of Life Instrument-Research Version (YQOL-R; Patrick et al., 2002) and 4) Positive and Negative Affect Scale – child version (PANAS-C; Ebesutani et al., 2011). These measures were selected because previous studies suggest they might be valid for typically developing (TD) adolescents, but more studies are needed, especially those that include special populations. Validating these measures will increase their utility and usage for diverse populations, fostering research on EWB. Other aims include the following: (1) to test adapted versions for caregivers that will report on the EWB of their children, which will give us important information about different perspectives of family members and possibility to measure EWB in those with intellectual disabilities, (2) to investigate EWB of students with SLD relative to their TD peers, which is of interest to the SLD research community and for future funding in the area and (3) to investigate relations between EWB and other factors such as stigma, socio-emotional and academic factors. Our sample will include at least 240 participants from a wide range of socioeconomic status and intellectual abilities.

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