Protective Factors in Students with Specific Learning Disorders: Exploring the Role of Parental Involvement, Sense of Belonging, Academic Self-Regulation and Academic Resilience

This study explores the multifaceted dynamics of parental involvement, sense of belonging, academic self-regulation, and academic resilience among students diagnosed with specific learning disorders (SLD). Utilizing a non-probability purposive sampling technique, 352 adolescents (178 Boys and 174 Girls) aged between 10-17 years diagnosed with SLD in India were selected. This study utilizes a between-groups design with t-test to examine gender differences. Additionally, employing correlational design with simple and multiple linear regression analysis, it explores the interplay among key variables and dimensions, while also determining if demographic factors predict academic resilience. Results reveal significant gender differences in key variables among the students between adolescent boys and girls, with predictive links between parental involvement, sense of belonging, academic self-regulation, and academic resilience. The study’s findings propel advancements in educational practices and policies, prioritizing the holistic well-being of students with learning disorders. It advocates for tailored interventions, resource allocation, buddy systems, and teacher training programs to foster resilience and success among this student population with diverse learning needs.