Counselling Interventions for Children with Learning Disabilities: A Systematic Review

Abstract

Children with learning disabilities (LD) face a range of academic, social, and emotional challenges that significantly impact their overall development. This systematic review aims to synthesize the current research on counselling interventions specifically designed to support children with LD in school settings. We examine two primary therapeutic approaches: cognitive-behavioural therapy (CBT) and person-centred counselling, exploring their frameworks, methodologies, and reported outcomes. The review highlights the various ways in which counselling interventions can positively affect academic performance, emotional well-being, and social skills among children with LD. Research indicates that these interventions can lead to reduced anxiety levels, improved self-esteem, and better social integration. For instance, studies demonstrate that children who receive counselling exhibit increased motivation and engagement in academic activities, which can translate into enhanced academic achievement. Despite the positive effects identified in the literature, our review reveals significant barriers to accessing counselling services, particularly in under-resourced schools. Issues such as a lack of trained professionals, limited funding, and insufficient awareness among educators and parents hinder the availability of these essential services. The review concludes by emphasizing the necessity for specialized training for school counsellors to effectively address the unique needs of children with LD. Furthermore, we advocate for a collaborative approach that involves teachers, parents, and counsellors working together to create supportive environments for these children. We suggest that future research should focus on developing strategies to enhance the accessibility and implementation of counselling interventions in diverse educational settings, ensuring that all children with learning disabilities receive the support they need to succeed academically and socially.