#Children with learning disabilities often struggle with #self-confidence due to the challenges they face in academic settings. They may come to think they are not as smart as other #kids, and this can undermine their sense of #self-worth. That’s why educational specialists say working with #children with learning disabilities should be as much about addressing #self-concept and #self-confidence as it is academics and learning strategies.
As a #parent, you can bolster your child’s confidence by listening to how they talk about themselves and their abilities, and help them reframe negative thoughts into positive ones.
It’s also important to help them understand their diagnosis and make sure they know that it’s not a reflection of their intelligence. They’ll feel more self-assured if they understand their learning profile — how it may be different from the way other #kids learn —and are equipped with language to describe their strengths and challenges.
Praise your child’s efforts rather than focusing on grades or outcomes, and encourage a growth mindset that emphasizes improvement.
In addition, you can help your #child develop personal interests and talents outside of academic pursuits, such as sports, dance, music, art, or volunteering. Look for activities that align with your child’s interests and abilities, and let them choose what to try. These activities will work best for your #child if the focus is on enjoyment rather than competition or achievement.
Lastly, help your #child develop a sense of belonging by helping them make meaningful contributions to family life, friends and community. Feeling needed and connected will strengthen their #self-concept, and doing things for others can help them develop leadership and friendship skills.
As a #parent, you know your #child is so much more than their learning disability. They’re skilled and talented in many ways. But with so much of their time spent in an academic setting, where they are acutely reminded of their learning challenges, it can be difficult for #kids to see themselves the same way their #parents see them. And that can take a toll on their #self-confidence and, even deeper than that, their #self-concept.
“For a #child with a learning disability, their entire #self-concept can be affected,” says Taína Coleman, MA, MEd, an educational specialist in the Learning and Development Center at the #ChildMindInstitute. “They might be wondering who they are or why something is so hard when it’s not for other #kids. Some #students come to me and say, ‘Oh, I’m just not smart.’”
That’s why the educational specialists at the #ChildMindInstitute say working with #children with learning disabilities should be as much about addressing #self-concept and #self-confidence as it is academics and learning strategies.
Assuming you have gotten your #child an evaluation, seen that a plan of support and remediation has been set up for them at #school, and checked in regularly to ensure it’s being implemented, you can focus on helping bolster their confidence both in and out of the classroom.
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The first thing Coleman does when she begins working with a #child is listen, to get a sense of how they feel about themselves.
“I listen to find out if a #child believes they’re valuable and worthy of love, care and consideration,” she says. “I want to know if they wonder, ‘If I fail this test, am I going to disappoint my #parents? Will they still love me?’ Because for many #kids, those are real concerns.”
Coleman suggests addressing statements a #child makes about their #self-worth directly and helping them to reframe their thoughts by telling them what you see. The goal is to replace negative #self-talk with positive.
For example, if she’s working with a #kid who gets frustrated halfway through their math homework and says, “Ugh, I’m so stupid,” she might say something like this:
“Oh, I don’t think you’re stupid at all. What I’m seeing is you’re working through this problem with great care, and, in fact, we just did a bunch of activities where you showed continued fluency, right? That tells me you’re doing good work.”
Reframe thinking about challenges
From there, #parents can help their #child by adding context to the situation and reframing difficulties. For instance, when #kids tell Coleman they must not be smart since they have to use special tools to learn (such as a highlighter for reading comprehension, noise-cancelling headphones for reading or extra time on tests) that their peers don’t, she brings up her glasses.
“I say, ‘I know. I hate wearing glasses. Should I just stop wearing them and expect myself to be successful?’” she says. “Usually, they say, ‘No, actually, you need your glasses.’ And I use that example to explain that sometimes you need a tool that might be visible — i.e. my glasses — or something you can’t see.”
She discourages comparisons to peers by noting that everyone uses tools that work for them, visible or not.
It’s also important to promote #self-awareness by sharing your child’s diagnosis with them, making sure they know that it’s not a reflection of their intelligence. Help them understand their learning profile — how it may be different from the way other #kids learn — and equip them with language to describe their strengths and challenges.
Praise the process
When it comes to encouraging #kids academically, and especially #kids who have learning disabilities, Coleman says it’s important to focus on the effort they’re making rather than the end result, or grade.
“I always praise the process. I praise the problem solving,” she says. “The hundred percent or the A doesn’t show the level of effort and skill a #child put into something.”
Daryaneh Badaly, PhD, a neuropsychologist in the Learning and Development Center at the #ChildMindInstitute, says helping your #child develop a growth mindset — a way of thinking that encourages effort and perpetual #self-improvement — ultimately is what will enable your #child to reach their goals.
“Shifting from a fixed mindset to the growth mindset is about trying your best rather than being the best,” she says. “And that attitude has actually been shown to be predictive of success, not just academically but across different areas, whether schoolwork, soccer or some other activity.”
But the success isn’t the goal. “It’s about the process of how am I growing rather than did I get everything right,” Dr. Badaly adds. “And that is what will help the most in having a confident #kid because they’ll know that trying their best — at anything — is enough.”
Encourage personal growth
Nurturing a child’s #self-esteem and promoting their #self-confidence requires helping them see themselves as more than their learning disability. At the end of the day, their learning challenges make up only a very small fraction of who they are, and are by no means a measure of your child’s worth as a human being. You can help your #child realize this by encouraging growth not only in the area in which they struggle academically but also in other subjects and extracurricular activities.
Try to offer plenty of opportunities in which your #child can develop talents, skills and interests in activities that are unaffected by their learning difficulties. These could include sports, dance, music, scouting, art, acting, chess, robotics — whatever #kids are drawn to that offers them an opportunity to shine. They can also include opportunities to explore a passion such as volunteering with animals or taking on an environmental cause.
As for how to choose activities in which to involve your #child, Dr. Badaly suggests starting by taking a look at what your #child is already into. “They probably gravitate toward certain types of toys or YouTube videos and things like that,” she notes. “See if you can find activities that naturally fit into what they like or what their friends are doing.”
For instance, if your #child enjoys building with blocks, perhaps there is a Lego group in your area they could join. Does your #child love strategy games or puzzles? Maybe they’d want to give chess club a try.
And be sure to consider your child’s executive functioning abilities and social and sensory tolerances. For instance, if your #child has #ADHD or #autismspectrumdisorder, group sports might not be the best fit, even if they’re athletic. Something like rock climbing, gymnastics or martial arts might be a better path.
Keep it leisurely
Dr. Badaly suggests presenting a few options and letting your #child choose what to try, keeping in mind such activities are for leisure.
“It’s important we let #kids weigh in on how they spend their leisure time,” Dr. Badaly says. “If it’s not enjoyable to them, then it’s not leisurely.”
In that same vein, Dr. Badaly again reminds #parents to focus on effort and growth with leisure activities, including sports, rather than focusing on outcomes such as wins and points scored.
“If everyone’s focused on being the best — if it’s a sport where they’re expected to win all the games or if, in piano, they’re expected to practice every day and be this great pianist,” she says, “then that has the potential to feel like another failure to them and isn’t going to help anything.”
Dr. Badaly urges parents to focus on helping #kids find something they derive joy from.
Foster a sense of belonging
Coleman recommends helping kids find ways to be active in their family and community that will make them feel needed and connected.
“Ensure your #child feels valued at home by allowing them to contribute in meaningful ways,” she suggests. “Facilitate connections with peers, friends and family outside of the #school setting. Encourage them to engage in the community through volunteer work or faith-based programs.”
These activities are another way to bolster a child’s sense of self and having a secure role to play that’s independent of academic success. They can also allow them to develop leadership skills — or simply practice being a good friend.
James Donaldson is a Washington State University graduate (’79). After an outstanding basketball career with WSU, he went on to play professional basketball in the NBA with the Seattle Supersonics, San Diego/L.A. Clippers, Dallas Mavericks, New York Knicks, and Utah Jazz. He also played for several teams in the European Leagues in Spain, Italy, and Greece, and he toured with The Harlem Globetrotters to wrap up his career. James was an NBA All-Star in 1988 while playing center for the Dallas Mavericks. In 2006, James was inducted into the Pac-10 Sports Hall of Fame and also the Washington State University Athletic Hall of Fame. In 2010, James was elected as a board member for the NBA Retired Players Association.
James frequently conducts speaking engagements (motivational, inspirational, educational) for organizations, schools, and youth groups.
In 2010, James was the recipient of the NBA Legends of Basketball ABC Award, awarded for outstanding contributions in Athletics–Business–Community.
He believes in being a role model for success and professionalism to the scores of young people to whom he devotes so much of his time. He currently serves on several boards and committees and is a member of many organizations.
James believes in developing relationships that create a “Win-Win” environment for everyone involved, and in being the best he can be!
For more information about James Donaldson or to request he speak at your event, contact him at:
James Donaldson is the author of “Standing Above The Crowd” and “Celebrating Your Gift of Life” and founder of the Your Gift of Life Foundation which focuses on mental health awareness and suicide prevention, especially pertaining to our school aged children and men.
If you’re interested in having James come and speak to your group of young adults, business entrepreneurs, aspiring political and community leaders, and athletic teams, please contact him at jamesd@yourgiftoflife.org and or leave a personal message for him at 1-800-745-3161. Keep up with him and read about how he is reaching out and making a difference in the lives of so many around the world at www.yourgiftoflife.org
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