Loneliness, coherence and companionship among children with learning disorders

This study investigated children's perceptions of themselves and their social world when experiencing academic failure. Three groups of 7‐10‐year‐old students were examined: 94 children with learning disorders who received remedial learning in resource settings, 65 low achievers and 71 average achievers. Results demonstrated that both groups who failed in school and their teachers rated them as demonstrating higher levels of disruptive and hyperactive behaviours, reported more loneliness, less coherence, lower peer acceptance and different patterns of friendship qualities than average‐achieving peers. Examination of the subgroup demonstrated that these results were consistent through three assessments. Findings were discussed in terms of the salutogenic model and empowering intervention planning. [1] Presented in part at the SRCD meeting in Indianapolis, IN, March 1995.