Gold Winner: Muhammad Usman
Inclusion as a Catalyst: Fighting Social Isolation for Students with Learning Differences
In a world where education is the key to success, what if the key doesn’t fit the lock? For thestudents with learning differences, it’s a stark reality haunting them throughout their academic career-but it doesn’t have to be. Learning differences (also called learning disabilities or learning disorders) refer to variations in cognitive processing that massively impacts how an individual gains, comprehends and stores knowledge. This can be caused due to a neurological disorder or adverse effects on a person’s brain development during birth or childhood. However, learning differences aren’t inherently indicative of lower intelligence or lack of motivation and with an appropriate support framework, a student with learning differences can surely achieve academic excellence. Students with learning differences face a multitude of barriers, but social isolation is the most challenging obstacle students with learning differences face today. This essay explores the gruesome impact of social isolation on students with learning differences and how we can address this obstacle effectively.
Due to social difficulties, students with learning differences often feel isolated both at school and in their neighborhoods. Having friends matters for educational success and students with learning differences have fewer chances to make friends and socialize with them. Generally, they spend most of their time alone and with meager communication skills, they tend to keep themselves away from any gatherings with their peers. For example, children with Dyslexia (learning disability affecting reading or writing) struggle to understand jokes or complex language, hindering any kind of constructive dialogue with their peers. In the same way, ADHD and autism inculcate feelings of low self-esteem in children with learning differences. Additionally, students with learning disabilities feel reluctant to take part in social activities due to bullying. In this way, they enter loneliness, where they find comfort in their own thoughts. According to research, one in three young people with a learning disability spend less than an hour a day outside homes (Mencap, 2019). Similarly, children with learning disabilities are seven times more likely to feel lonely than the general population (Mencap, 2019). This leads to increased levels of loneliness that can ultimately trigger various health risks such as depression, high blood pressure and higher mortality risk. Besides this, social isolation is associated with poor academic outcomes. It’s no surprise why students who feel lonely or isolated in school, more-often drop out of high school and no longer pursue higher education. Without any targeted interventions, the vicious cycle of social isolation exacerbated by learning differences continues and separates students not just from their peers, but also from educational opportunities.
Social inclusion isn’t just a policy—it’s a lifeline for students with learning differences which offers them the social connections and support they need to thrive academically and emotionally. The first step to solving this riddle is to recognize when a student is socially isolated and it becomes quite difficult when they refuse to share any information regarding their personal lives or seem to be targeted by the bullies. Consequently, the second step is to respond appropriately to the problem. This includes creating a supportive system in the school or classroom where students are encouraged to share their feelings, opinions and experiences while others listen to them with compassion and curiosity. This fosters a sense of community, respect and empathy among students and students are more likely to avoid bullying each other. Another way to overcome social isolation and loneliness among students with learning differences is to provide them with opportunities to connect with others. This means arranging activities where they can interact with their peers and mentors. Another strategy can be to offer vast resources and support to students to empower them to cope and thrive during such crisis. This can be done by suggesting materials including articles, podcasts, books and apps related to these topics or connecting them to their counselors, coaches or mentors who can offer guidance, feedback or referrals. Above all these strategies, one reigns supreme. Designing a teaching method aimed at promoting engagement and connection can overwhelmingly help overcome social isolation among students, and keeps them connected to their discipline and peers. Without the proper support and motivation from parents, teachers and peers, students with learning differences who have the potential to leave a lasting mark on the world, get lost in their thoughts and ideas and are unable to escape this abyss until one pulls them up.
In a nutshell, social isolation is the most profound barrier to the students with learning differences today, often resulting in acute loneliness and disengagement from educational activities. It is important to address this problem as it mainly affects the overall development and academic success of students with learning differences. All stakeholders including teachers, mentors and parents must jointly foster inclusion and community-building initiatives and encourage students to break free from solitude. By implementing peer support programs, spreading awareness and creating an inclusive environment, we can effectively combat social isolation and these ripple effects of inclusion don’t just transform the lives of the students with learning differences- they change the whole educational landscape into an environment where everyone thrives.
Bibliography:
Beyond Differences. (2024, July 31). Social isolation – beyond differences.https://www.beyonddifferences.org/social-isolation/Braake, T. T. (2023, October 5). Navigating the Social Side of School with Special Needs.
https://www.linkedin.com/pulse/navigating-social-side-school-specialneeds-tracey-te-braake/
Bruefach, T., & Reynolds, J. R. (2022). Social isolation and achievement of students with learning disabilities. Social Science Research, 104, 102667.
https://doi.org/10.1016/j.ssresearch.2021.102667
Friendships – research and statistics. (n.d.). Mencap. https://www.mencap.org.uk/learning-disability-explained/research-and-statistics/friendships-research-and-statistics
Whyte, D., & Whyte, D. (2022, December 14). What are learning differences? – Hill Learning Center. Hill Learning Center -. https://www.hillcenter.org/what-are-learning-differences/