Transitioning from high school to university can be a big adjustment for any student, but for those with learning disabilities, misconceptions and stigma can add to the challenges.<\/p>\n
Research from Child and Youth Studies PhD student Emma Peddigrew (MA \u201921) recently gave voice to first-year students with learning disabilities in the Brock community. In February 2020, she conducted in-person interviews for her master\u2019s thesis under the supervision of Professor John McNamara, focusing on emotional and social impacts of learning disabilities in the transition to first year.<\/p>\n
\u201cAlmost all of the participants said there were misconceptions about what their diagnosis actually meant, not only for them, but also for the people around them,\u201d Peddigrew says. \u201cEven close family members didn\u2019t fully understand what a learning disability meant, so students were trying to navigate how to communicate their needs to those around them.\u201d<\/p>\n
Peddigrew observed significant issues around self-esteem and mental health concerns, as well as high pressure from loved ones to succeed.<\/p>\n
\u201cParticipants reported concerns that if they were to fail or fall behind, that their family or their close friends would blame it on their disability rather than being a bit more compassionate about the first-year experience and the stressful environment of university, in general,\u201d she says.<\/p>\n
Based on her findings, Peddigrew has advice for incoming students with learning disabilities.<\/p>\n