Self-Esteem and Learning Disabilities: A Systematic Review of Psychological, Social and Educational Interventions

Nik Zatul-Iffah NM  Nabil; Mohd Effendi Ewan Mohd  Matore; Mohd Syazwan  Zainal

doi:10.18502/ijph.v55i1.20970

Nik Zatul-Iffah NM Nabil Faculty of Education, The National University of Malaysia, UKM Bangi, Selangor, Malaysia
Mohd Effendi Ewan Mohd Matore Research Centre of Education Leadership and Policy, Faculty of Education, The National University of Malaysia, UKM Bangi, Se-langor, Malaysia
Mohd Syazwan Zainal Research Centre of Education and Community Well-being, Faculty of Education, The National University of Malaysia, UKM Bangi, Selangor, Malaysia

DOI: https://doi.org/10.18502/ijph.v55i1.20970

Keywords: Self-esteem; Learning disabilities; Psychology; Education; Social; Systematic literature review

Abstract

Background: Self-esteem is a pivotal yet fragile factor influencing the learning and psychosocial outcomes of students with learning disabilities (LD). Although widely discussed, evidence has been inconsistent and dispersed across cultural and methodological contexts.

Methods: This systematic review followed PRISMA 2020 guidelines. Databases search identified 54 records from Scopus and Web of Science, of which eight studies published between 2008 and 2023 met the inclusion criteria. The studies were synthesized into three domains, psychological dimensions, social support and educational interventions.

Results: Findings revealed consistent psychological vulnerabilities. Students with LD reported lower academic self-concept than peers, while large-scale evidence showed overall moderate self-esteem with gender differences favoring males. Qualitative accounts from adults indicated ambivalent identities, blending positive traits such as independence with negative perceptions of anxiety and inadequacy. Social support emerged as a protective factor with friendships, parental involvement and teacher encouragement fostering resilience and buffering against stigma. Interventions demonstrated tangible benefits, educational therapy with 150 children improved self-esteem and reduced behavioral problems, while adapted cognitive-behavioral therapy enhanced emotional regulation and self-worth in adults.

Conclusion: The evidence highlights the need for integrated, culturally responsive and gender-sensitive approaches that address both academic competence and psychosocial well-being. Future research should adopt larger, longitudinal and cross-cultural designs to better capture developmental trajectories across the lifespan.