Learning Disabilities do not Influence Social Status, but Peer Academic Reputation does.

Abstract

Although many studies found that children with a learning disability (LD) are less liked and less popular than children without LD, results are not unequivocal. In this study we investigated the social status (i.e., likeability and popularity) of children with LD, by taking into account peers’ perceptions of both achievement and teacher support, because these factors might be the most important explanations for differences in social status between children with and without LD. Fifth-grade students (N = 1453) in 58 classes in the Netherlands completed peer nominations for academic reputation, teacher support, and social status. Data were analyzed with Bayesian Structural Equation Modeling. Results showed that associations between LD and social status can completely be explained by the lower peer academic reputation of children with LD. Peer teacher support reputation was found to serve as a protective factor against low social status for children with low peer academic reputation, but not directly for children with LD. Implications for research and practice are discussed.