Behavioral challenges among students with learning disabilities in India: Trends, manifestations, and educational implications
DOI:
https://doi.org/10.29070/dsftx912Keywords:
Learning disabilities, behavioral problems, inclusive education, Kerala, cognitive emotion regulationAbstract
This paper explores the behavioral challenges experienced by students with learning disabilities (LDs) in India, with special attention to the state of Kerala. There is a significant prevalence of learning difficulties among Indian pupils, with roughly 8–12 percent of the student population being affected by this condition. In addition to challenges in their academic pursuits, students usually exhibit behavioural issues such as inattention, hyperactivity, hostility, impulsivity, and disengagement. The classroom surroundings are disrupted, relationships between teachers and students are strained, and social inclusion is hampered as a result of these behaviours. Within the context of the National Education Policy (NEP) 2020, the study highlights the need of considering behavioural characteristics as key to inclusive education strategies. This is especially true within the scope of the education policy.
Using only secondary sources such scholarly articles, government documents, educational surveys, NGO evaluations, and news articles, this research follows a conceptual and review-based process. The investigation is organised thematically and includes a case study of Kerala as well as examinations of prevalence and comorbidities as well as comparisons of disparities between states. Students with learning disabilities in Kerala continue to confront challenges such as aggressiveness, poor self-esteem, and concentration issues as a result of family pressure, academic competitiveness, and inadequate teacher preparation, even if the state shows promise in literacy and inclusive education.
The paper concludes that contributing factors to these behavioral challenges include repeated academic stress, stigma and peer exclusion, overloaded curricula, and parental misunderstanding of LDs. Recommendations are advanced across multiple levels. Policymakers should strengthen NEP 2020 and improve behavioural management resources. School-level socio-emotional learning and teacher seminars are advised. Teacher training should be tailored to Kerala, and family awareness campaigns and counselling might lessen stigma. Research should focus on region-specific behavioural management and cognitive emotion control strategies. The study shows that behavioural issues must be addressed to achieve full inclusion in Indian schools.
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