Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia.
Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia.
Int J Environ Res Public Health. 2023 Jan 16;20(2):1653. doi: 10.3390/ijerph20021653.
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
患有阅读障碍的儿童患内化和外化心理健康问题的风险较高。我们的目的是调查研究可能影响这种关联的因素的文献范围和性质。我们系统地搜索了同行评议和灰色文献，对日期没有任何限制。我们包括了定性和定量研究。纳入标准包括：（1）关注儿童（≤18 岁）阅读/学习困难；（2）内化和/或外化症状；（3）潜在可改变的第三个因素（例如，自尊）。有 98 项研究符合纳入标准。我们根据个人、家庭和社区层面的第三个因素对这些研究进行了组织。虽然确定了一系列的第三个因素，但相对较少的研究人员在阅读障碍的背景下测试第三个因素与心理健康之间的关联。此外，研究重点主要是小学而不是中学经历，在许多情况下，依赖于教师/家长对儿童心理健康的看法。鼓励未来的研究人员探索阅读障碍背景下社会情感技能、应对策略、与学校的联系与心理健康之间的联系。这种性质的研究对于帮助识别更（或更少）有心理健康问题风险的儿童以及为阅读障碍儿童提供量身定制的心理健康计划非常重要。
