Self-Esteem and Learning Disabilities: A Systematic Review of Psychological, Social and Educational Interventions
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Abstract
Background: Self-esteem is a pivotal yet fragile factor influencing the learning and psychosocial outcomes of students with learning disabilities (LD). Although widely discussed, evidence has been inconsistent and dispersed across cultural and methodological contexts.
Methods: This systematic review followed PRISMA 2020 guidelines. Databases search identified 54 records from Scopus and Web of Science, of which eight studies published between 2008 and 2023 met the inclusion criteria. The studies were synthesized into three domains, psychological dimensions, social support and educational interventions.
Results: Findings revealed consistent psychological vulnerabilities. Students with LD reported lower academic self-concept than peers, while large-scale evidence showed overall moderate self-esteem with gender differences favoring males. Qualitative accounts from adults indicated ambivalent identities, blending positive traits such as independence with negative perceptions of anxiety and inadequacy. Social support emerged as a protective factor with friendships, parental involvement and teacher encouragement fostering resilience and buffering against stigma. Interventions demonstrated tangible benefits, educational therapy with 150 children improved self-esteem and reduced behavioral problems, while adapted cognitive-behavioral therapy enhanced emotional regulation and self-worth in adults.
Conclusion: The evidence highlights the need for integrated, culturally responsive and gender-sensitive approaches that address both academic competence and psychosocial well-being. Future research should adopt larger, longitudinal and cross-cultural designs to better capture developmental trajectories across the lifespan.
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3. Iqbal MM, Khan S, Mehmood T (2024). Self-image and self-esteem in children with dyslexia. Mind-J Psychol, 2(1):30–42.
4. Mohd Matore MEE, Zamri AK, Mistima SM, Adila NA, Rina MEM (2018). The influence of IQ, EQ and SQ on AQ among polytechnic students in Malaysia. J Eng Sci Technol, 13(SI-ICETVESS):83–91.
5. Zuppardo L, Serrano F, Pirrone C, Rodri-guez-Fuentes A (2023). More than words: anxiety, self-esteem and behavioral problems in children and adolescents with dyslexia. Learn Disabil Q, 46(2):77–91.
6. Harðardóttir S, Júlíusdóttir S, Guðmunds-son HS (2015). Understanding resilience in learning difficulties: unheard voices of secondary school students. Child Ado-lesc Soc Work J, 32(4):351–358.
7. Al-Zyoudi M (2010). Differences in self-concept among students with and with-out learning disabilities in Jordan. Int J Spec Educ, 25(2):72–82.
8. Musetti A, Eboli G, Cavallini F, Pignotti C (2019). Social relationships, self-esteem and loneliness in adolescents with learn-ing disabilities. Clin Neuropsychiatry, 16(4):165–72.
9. Pestana C (2015). Exploring the self-concept of adults with mild learning disabilities. Br J Learn Disabil, 43(1):16–23.
10. Wilmot A, Pizzey H, Leitão S, Hasking P, Boyes M (2023). Growing up with dyslex-ia: child and parent perspectives on school struggles, self-esteem and mental health. Dyslexia, 29(1):40–54.
11. Jiménez-Fernández G, Defior S (2014). Developmental dyslexia intervention framework for speech therapists. Rev In-vestig Logop, 4:48–66.
12. Evans L, Allez K (2018). Cognitive Behav-iour Therapy for low self-esteem in a person with a learning disability: a case study. Adv Ment Health Intellect Disabil, 12(2):67–76.
13. Shany M, Wiener J, Assido M (2013). Friendship predictors of global self-worth and domain-specific self-concepts in university students with and without learning disability. J Learn Disa-bilities, 46(5):444–52.
14. Saday-Duman N, Öner Ö, Aysev A (2017). The effect of educational therapy on self-esteem and problem behaviors in children with specific learning disabil-ity. Anadolu Psikiyatri Derg, 18(1):85–92.
15. Wilmot A, Hasking P, Leitão S, Hill E, Boy-es M (2023). Understanding mental health in developmental dyslexia: a scoping review. Int J Environ Res Public Health, 20(2):1653.
16. Kubatzky L, Benner M (2023). Inclusive, inno-vative assessments for students with learning dis-abilities. National Center for Learning Disability. Available from https://ncld.org/resources/
17. Gunarhadi, Yuwono J, Supratiwi M (2024). Empowering academic dignity through inclusive education. Multidiscip Sci J, 7(5): 2025227.
18. Lohbeck A (2020). Does integration play a role? academic self-concepts, self-esteem and self-perceptions of social in-tegration of elementary school children in inclusive and mainstream classes. Soc Psychol Educ, 23(5):1367–1384.
19. Byra S, Domagała-Zyśk E (2021). Multidi-mensional assessment of student teach-ers’ self-esteem and attitudes towards in-clusive education and people with disa-bilities. Teach Educ, 33(3), 237–253.
20. McArthur GM, Filardi N, Francis DA, Boy-es ME, Badcock NA (2020). Self-concept in poor readers: a meta-analysis. Peer J, 8:e8772.
21. Matthews G, Ponsi G, Xu M, Li Y, Mo L, Wu X (2022). The relationship between self-esteem and self-concept clarity is modulated by spontaneous activities of the dACC. Front Psychol, 13:926181.
22. Khasawneh M (2020). The level of psycho-logical and social adjustment among a sample of persons with learning disabil-ities in asia region in light of some vari-ables. Multidiscip J Educ Soc Technol Sci, 7(2):61-83.
23. Moher D, Liberati A, Tetzlaff J, Altman DG (2009). Preferred reporting items for systematic reviews and meta‐analyses: the PRISMA Statement. PLoS Med, 6(7):e1000097.
24. Munn Z, Peters MDJ, Stern C, Tufanaru C, McArthur A, Aromataris E (2018). Sys-tematic review or scoping review? guid-ance for authors when choosing be-tween a systematic or scoping review approach. BMC Med Res Methodol, 18(1):143.
25. Parums DV (2021). Editorial: review arti-cles, systematic reviews, meta-analysis, and the updated preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 Guidelines. Med Sci Monit, 27:e934475.
26. Page M, McKenzie J, Bossuyt P, et al (2021). PRISMA 2020 statement: an updated guideline for reporting systematic re-views. BMJ, 372:n71.
27. Saaiq M, Ashraf B (2024). Critical appraisal tools for qualitative systematic reviews in medical education. J Health Prof Educ Innov, 1(2):38–46.
28. Masdoki M, Din R, Mohd Matore MEE (2021). Teaching 4.0 competency in higher learning institutions: a systematic mapping review. Int J Learn Teach Educ Res, 20(10):217–331.
29. Xiao P, Salleh, M.I, Zaidan B.B, Xuelan Y (2023). Research on risk assessment of blockchain-driven supply chain finance: a systematic review. Comput Ind Eng, 176.
30. Sabtu SH, Mohd Matore MEE (2024). Sys-tematic literature review on the imple-mentation of the six sigma approach in education. Int J Eval Res Educ, 13(1):262–270.
31. Mohd Noh MF, Mohd Matore MEE, Sulaiman NA (2025). Charting the trajec-tory of cognitive diagnostic assessment in language assessment: a systematic lit-erature review. Int J Assess Tools Educ, 12(3):843–870.
32. Lockwood C, Munn Z, Porritt K (2015). Qualitative research synthesis: methodo-logical guidance for systematic review-ers utilizing meta-aggregation. Int J Evid Based Healthc, 13(3):179–187.
33. Nadmilail AI, Mohd Matore MEE, Maat S.M, Sheridan L et al (2023). Broad vs narrow traits: a scoping review of meas-uring personality trait in teacher selec-tion using the situational judgement test. Front Psychol, 14:1217321.
34. Zainal MA, Mohd Matore MEE (2019). Fac-tors influencing teachers’ innovative be-haviour: a systematic review. Creat Educ, 10(12):2869–2886.
35. Musid NA, Mohd Matore MEE, Hamid AHA (2024). A scoping review on map-ping the digital leadership constructs for educational settings: what we can learn? Int J Eval Res Educ, 13(1):111–21.
36. Iddagoda MT, Flicker L (2023). Clinical sys-tematic reviews- a brief overview. BMC Med Res Methodol, 23(1):226.
37. Brignardello-Petersen R, Santesso N, Guy-att GH (2025). Systematic reviews of the literature: an introduction to current methods. Am J Epidemiol, 194(2):536–542.
38. Hiebl MRW (2023). Sample selection in sys-tematic literature reviews of manage-ment research. Organ Res Methods, 26(2):229–261.
39. Higgins J, Thomas J, Chandler J, Cumpston M, et al (2020). Cochrane Handbook for Sys-tematic Reviews of Interventions. 2nd ed. Wiley-Blackwell, USA pp 229-239.
40. Hong QN et al (2018). Mixed methods ap-praisal tool (MMAT). McGrill Universi-ty. Available from http://mixedmethodsappraisaltoolpublic.pbworks.com/
41. Bandura A (1999). A social cognitive theory of personality. Handb Pers Psychol Rev, 4:154–96.
42. Cooley CH (1902). Human Nature and the So-cial Order. 1st ed. Routledge, New York, pp 1-436.
43. Bronfenbrenner U (1994). Ecological mod-els of development In: Int Encycl Educ, Elsevier, New York, pp 37–43.
44. Bowlby J (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. Perseus Books Group, New York, pp. 1–136.
45. Martín MH, Moriña A (2022). Resilience factors in students with disabilities at a portuguese state university. Pedagogika, 146(2):110–28.
46. Ryan RM, Deci EL (2017). Self-determination theory. In: Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Well-ness. Guilford Press, New York, pp 3 - 25.
2. Alkhasawneh T, Al-Shaar AS, Khasawneh M, Darawsheh S, Aburaya N (2022). Self-esteem and its relationship to some de-mographic variables among students with learning disabilities. Inf Sci Lett, 11(6):1929–36.
3. Iqbal MM, Khan S, Mehmood T (2024). Self-image and self-esteem in children with dyslexia. Mind-J Psychol, 2(1):30–42.
4. Mohd Matore MEE, Zamri AK, Mistima SM, Adila NA, Rina MEM (2018). The influence of IQ, EQ and SQ on AQ among polytechnic students in Malaysia. J Eng Sci Technol, 13(SI-ICETVESS):83–91.
5. Zuppardo L, Serrano F, Pirrone C, Rodri-guez-Fuentes A (2023). More than words: anxiety, self-esteem and behavioral problems in children and adolescents with dyslexia. Learn Disabil Q, 46(2):77–91.
6. Harðardóttir S, Júlíusdóttir S, Guðmunds-son HS (2015). Understanding resilience in learning difficulties: unheard voices of secondary school students. Child Ado-lesc Soc Work J, 32(4):351–358.
7. Al-Zyoudi M (2010). Differences in self-concept among students with and with-out learning disabilities in Jordan. Int J Spec Educ, 25(2):72–82.
8. Musetti A, Eboli G, Cavallini F, Pignotti C (2019). Social relationships, self-esteem and loneliness in adolescents with learn-ing disabilities. Clin Neuropsychiatry, 16(4):165–72.
9. Pestana C (2015). Exploring the self-concept of adults with mild learning disabilities. Br J Learn Disabil, 43(1):16–23.
10. Wilmot A, Pizzey H, Leitão S, Hasking P, Boyes M (2023). Growing up with dyslex-ia: child and parent perspectives on school struggles, self-esteem and mental health. Dyslexia, 29(1):40–54.
11. Jiménez-Fernández G, Defior S (2014). Developmental dyslexia intervention framework for speech therapists. Rev In-vestig Logop, 4:48–66.
12. Evans L, Allez K (2018). Cognitive Behav-iour Therapy for low self-esteem in a person with a learning disability: a case study. Adv Ment Health Intellect Disabil, 12(2):67–76.
13. Shany M, Wiener J, Assido M (2013). Friendship predictors of global self-worth and domain-specific self-concepts in university students with and without learning disability. J Learn Disa-bilities, 46(5):444–52.
14. Saday-Duman N, Öner Ö, Aysev A (2017). The effect of educational therapy on self-esteem and problem behaviors in children with specific learning disabil-ity. Anadolu Psikiyatri Derg, 18(1):85–92.
15. Wilmot A, Hasking P, Leitão S, Hill E, Boy-es M (2023). Understanding mental health in developmental dyslexia: a scoping review. Int J Environ Res Public Health, 20(2):1653.
16. Kubatzky L, Benner M (2023). Inclusive, inno-vative assessments for students with learning dis-abilities. National Center for Learning Disability. Available from https://ncld.org/resources/
17. Gunarhadi, Yuwono J, Supratiwi M (2024). Empowering academic dignity through inclusive education. Multidiscip Sci J, 7(5): 2025227.
18. Lohbeck A (2020). Does integration play a role? academic self-concepts, self-esteem and self-perceptions of social in-tegration of elementary school children in inclusive and mainstream classes. Soc Psychol Educ, 23(5):1367–1384.
19. Byra S, Domagała-Zyśk E (2021). Multidi-mensional assessment of student teach-ers’ self-esteem and attitudes towards in-clusive education and people with disa-bilities. Teach Educ, 33(3), 237–253.
20. McArthur GM, Filardi N, Francis DA, Boy-es ME, Badcock NA (2020). Self-concept in poor readers: a meta-analysis. Peer J, 8:e8772.
21. Matthews G, Ponsi G, Xu M, Li Y, Mo L, Wu X (2022). The relationship between self-esteem and self-concept clarity is modulated by spontaneous activities of the dACC. Front Psychol, 13:926181.
22. Khasawneh M (2020). The level of psycho-logical and social adjustment among a sample of persons with learning disabil-ities in asia region in light of some vari-ables. Multidiscip J Educ Soc Technol Sci, 7(2):61-83.
23. Moher D, Liberati A, Tetzlaff J, Altman DG (2009). Preferred reporting items for systematic reviews and meta‐analyses: the PRISMA Statement. PLoS Med, 6(7):e1000097.
24. Munn Z, Peters MDJ, Stern C, Tufanaru C, McArthur A, Aromataris E (2018). Sys-tematic review or scoping review? guid-ance for authors when choosing be-tween a systematic or scoping review approach. BMC Med Res Methodol, 18(1):143.
25. Parums DV (2021). Editorial: review arti-cles, systematic reviews, meta-analysis, and the updated preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 Guidelines. Med Sci Monit, 27:e934475.
26. Page M, McKenzie J, Bossuyt P, et al (2021). PRISMA 2020 statement: an updated guideline for reporting systematic re-views. BMJ, 372:n71.
27. Saaiq M, Ashraf B (2024). Critical appraisal tools for qualitative systematic reviews in medical education. J Health Prof Educ Innov, 1(2):38–46.
28. Masdoki M, Din R, Mohd Matore MEE (2021). Teaching 4.0 competency in higher learning institutions: a systematic mapping review. Int J Learn Teach Educ Res, 20(10):217–331.
29. Xiao P, Salleh, M.I, Zaidan B.B, Xuelan Y (2023). Research on risk assessment of blockchain-driven supply chain finance: a systematic review. Comput Ind Eng, 176.
30. Sabtu SH, Mohd Matore MEE (2024). Sys-tematic literature review on the imple-mentation of the six sigma approach in education. Int J Eval Res Educ, 13(1):262–270.
31. Mohd Noh MF, Mohd Matore MEE, Sulaiman NA (2025). Charting the trajec-tory of cognitive diagnostic assessment in language assessment: a systematic lit-erature review. Int J Assess Tools Educ, 12(3):843–870.
32. Lockwood C, Munn Z, Porritt K (2015). Qualitative research synthesis: methodo-logical guidance for systematic review-ers utilizing meta-aggregation. Int J Evid Based Healthc, 13(3):179–187.
33. Nadmilail AI, Mohd Matore MEE, Maat S.M, Sheridan L et al (2023). Broad vs narrow traits: a scoping review of meas-uring personality trait in teacher selec-tion using the situational judgement test. Front Psychol, 14:1217321.
34. Zainal MA, Mohd Matore MEE (2019). Fac-tors influencing teachers’ innovative be-haviour: a systematic review. Creat Educ, 10(12):2869–2886.
35. Musid NA, Mohd Matore MEE, Hamid AHA (2024). A scoping review on map-ping the digital leadership constructs for educational settings: what we can learn? Int J Eval Res Educ, 13(1):111–21.
36. Iddagoda MT, Flicker L (2023). Clinical sys-tematic reviews- a brief overview. BMC Med Res Methodol, 23(1):226.
37. Brignardello-Petersen R, Santesso N, Guy-att GH (2025). Systematic reviews of the literature: an introduction to current methods. Am J Epidemiol, 194(2):536–542.
38. Hiebl MRW (2023). Sample selection in sys-tematic literature reviews of manage-ment research. Organ Res Methods, 26(2):229–261.
39. Higgins J, Thomas J, Chandler J, Cumpston M, et al (2020). Cochrane Handbook for Sys-tematic Reviews of Interventions. 2nd ed. Wiley-Blackwell, USA pp 229-239.
40. Hong QN et al (2018). Mixed methods ap-praisal tool (MMAT). McGrill Universi-ty. Available from http://mixedmethodsappraisaltoolpublic.pbworks.com/
41. Bandura A (1999). A social cognitive theory of personality. Handb Pers Psychol Rev, 4:154–96.
42. Cooley CH (1902). Human Nature and the So-cial Order. 1st ed. Routledge, New York, pp 1-436.
43. Bronfenbrenner U (1994). Ecological mod-els of development In: Int Encycl Educ, Elsevier, New York, pp 37–43.
44. Bowlby J (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. Perseus Books Group, New York, pp. 1–136.
45. Martín MH, Moriña A (2022). Resilience factors in students with disabilities at a portuguese state university. Pedagogika, 146(2):110–28.
46. Ryan RM, Deci EL (2017). Self-determination theory. In: Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Well-ness. Guilford Press, New York, pp 3 - 25.
| Files | ||
| Issue | Vol 55 No 1 (2026) | |
| Section | Review Article(s) | |
| DOI | https://doi.org/10.18502/ijph.v55i1.20970 | |
| Keywords | ||
| Self-esteem Learning disabilities Psychology Education Systematic literature review | ||
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How to Cite
1.
N Mohd Nabil NZ-I, Mohd Matore MEE, Zainal MS. Self-Esteem and Learning Disabilities: A Systematic Review of Psychological, Social and Educational Interventions. Iran J Public Health. 2026;55(1):26-39.
