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Department of Clinical Neurosciences, College of Medicine, King Faisal University, Alhasa 31982, Saudi Arabia
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Department of Family Medicine, College of Medicine, King Faisal University, Alhasa 31982, Saudi Arabia
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Department of Ophthalmology, College of Medicine, King Faisal University, Alhasa 31982, Saudi Arabia
Author to whom correspondence should be addressed.
Pediatr. Rep. 2024, 16(4), 957-973; https://doi.org/10.3390/pediatric16040082 (registering DOI)
Submission received: 30 September 2024 / Revised: 4 November 2024 /
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Background: Children with learning disability (LD) often experience a poor quality of life (QOL) compared to their peers without a known history of LD. Coping strategies are known to play a role in influencing their QOL. Objectives: This study aims to compare the QOL and coping strategies between children with and without LD. Additionally, it seeks to evaluate how coping strategies impact the QOL of children with LD in the Eastern Governorate of Saudi Arabia. Method: A representative sample of 6 to 18-year-old children with (n = 97) and without (n = 89) LD were recruited from different schools. The Short Form-12 (SF-12) health survey was used to assess both physical and mental health components, while the validated Coping Orientation to Problems Experienced Inventory (Brief-COPE) measured coping strategies. Data analysis included descriptive statistics (mean, standard deviation, percentage), independent t-tests, Spearman’s correlation, and binary logistic regression. Results: The results reveal that participants with LD show poor QOL in terms of role functioning, bodily pain, general health, vitality, social functioning, role emotion, and mental health in comparison to non-disabled children. Participants with LD show greater reliance on substance abuse and religious coping than non-disabled children. The results clearly indicate a fairly to moderately strong correlation between the physical component summary and all approaches to coping strategies except religious coping. Of all the approaches to coping methods, we observe a weak correlation among denial (r = −0.17, p < 0.05), substance abuse (r = −0.15, p < 0.05), and behavioral disengagement (r = −0.18, p < 0.05) with the mental component summary aspect of QOL. The results of logistic regression analysis indicate that grade (OR = 3.79; p = 0.01) is significantly related to LD. The physical component summary score is significantly associated with denial (β = −0.33, CI = −6.87–−2.19, p < 0.01), and substance abuse (β = −0.14, CI = −4.96–0.40, p < 0.05), while the mental component summary is significantly associated with active coping (β = −0.30, CI = −4.50–0.76, p < 0.01), behavioral disengagement (β = −0.20, CI = −4.48–0.30, p < 0.05), and humor coping strategy (β = 0.22, CI = 0.06–4.55, p < 0.05). Conclusion: These findings are relevant to researchers, psychologists, special educators, teachers, and clinicians, given the need to understand the coping variables to improve the QOL of these learning-disabled children.
Keywords:
learning disability; quality of life; coping strategies; children; Saudi Arabia
Learning disabilities (LD) represent a significant challenge for children worldwide, affecting their academic achievements, social interactions, and overall quality of life [1,2]. LD refers to several disorders that may affect the acquisition, organization, retention, comprehension, or the application of verbal and nonverbal information [3]. While extensive research has been conducted globally on LD and its impact on the quality of life (QOL) of children, there remains a gap in understanding this association within specific cultural and regional contexts, such as Eastern Province AlHasa, Saudi Arabia. Recognizing this gap, this study seeks to investigate the connection between learning disabilities, QOL, and coping strategies of children in this particular region. The prevalence of learning disabilities among children in Saudi Arabia is a matter of growing concern. Studies indicate that the prevalence rate ranges from 5% to 15% among school-aged children [4]. However, there is limited research exploring the impact of LD on the QOL of children in specific regions of Saudi Arabia.
Quality of life encompasses various dimensions, including physical, emotional, social, and academic well-being. Children with learning disabilities often face challenges in these domains, leading to decreased overall QOL [5]. Understanding the specific factors influencing the QOL of children with LD is crucial for developing effective interventions and support systems. Cultural and regional factors may significantly affect the manifestation and perception of learning disabilities and their consequences on children’s QOL [6]. Thus, investigating these factors within the context of Eastern Province AlHasa is essential for developing culturally sensitive interventions tailored to the needs of this population.
Numerous studies on coping strategies in relation to various illnesses and disabilities are available [7,8,9,10]. Recently, there has been increased focus on the topic of coping strategies in the context of learning disability [10,11,12,13,14,15]. Coping strategies are specific efforts, both behavioral and psychological, that a person uses to tolerate, reduce, or minimize stressful events [16]. The importance of coping strategies in reducing the negative impacts of disability on psychological and emotional well-being has been emphasized by several researchers [17,18]. Previous findings indicated that there are several coping strategies among people with learning disabilities for their psychological and emotional stress, which include proactive coping strategy [19], reactive coping [20], non-productive coping strategies (e.g., ignoring difficulties, not coping, and self-blame) [21], cognitive avoidance [22].