Burenkova Olga V, Naumova Oksana Yu, Grigorenko Elena L
Department of Psychology, University of Houston, Houston, Texas, United States of America.
Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation.
Dev Rev. 2021 Sep;61. doi: 10.1016/j.dr.2021.100968. Epub 2021 Jun 8.
Despite substantial grounds for such research, the role of chronic exposure to stressors in the onset and aggravation of learning disabilities (LDs) is largely unexplored. In this review, we first consider the hormonal, (epi)genetic, and neurobiological mechanisms that might underlie the impact of adverse childhood experiences, a form of chronic stressors, on the onset of LDs. We then found that stress factors combined with feelings of inferiority, low self-esteem, and peer victimization could potentially further aggravate academic failures in children with LDs. Since effective evidence-based interventions for reducing chronic stress in children with LDs could improve their academic performance, consideration of the role of exposure to stressors in children with LDs has both theoretical and practical importance, especially when delivered in combination with academic interventions.
尽管有充分的理由进行此类研究，但长期暴露于应激源在学习障碍（LDs）的发生和加重过程中所起的作用在很大程度上仍未得到探索。在本综述中，我们首先考虑激素、（表观）遗传和神经生物学机制，这些机制可能是童年不良经历（一种慢性应激源形式）对学习障碍发生影响的基础。然后我们发现，压力因素与自卑、低自尊和同伴欺凌的感觉相结合，可能会进一步加剧学习障碍儿童的学业失败。由于基于有效证据的干预措施可减少学习障碍儿童的慢性压力，从而提高他们的学业成绩，因此考虑应激源暴露在学习障碍儿童中的作用具有理论和实践意义，尤其是与学业干预措施相结合时。
