Peer-reviewed article

ASSESSMENT OF PREVALENCE AND RISK FACTORS OF LEARNING DIFFICULTIES AMONG SCHOOL CHILDREN UPTO 12 YEARS

Beereddy Supraja, Kadukuntla Swapna Reddy, GoslaS Reddy, Diskhana Mettu, Akshitha Katta · 6 Jul 2026

Abstract

Background Learning plays a crucial role in childhood, signifying an important developmental period for children of school age. It is an intricate and adaptive process shaped by biological, sociocultural, and psychological influences. Objectives 1. To assess the prevalence of learning disabilities among school children between 6 to 12 years. 2. To find out association between the prevalence of learning difficulties and selected socio-demographic variables of school children. Materials & Methods Study Design: Cross-sectional Study (School based). Study Area: Primary and upper primary schools in and around Hyderabad. Study Period: 1 year. Study Population: All school children both in government and private set up who fulfil the inclusion criteria were included in the study. Sample Size: The study consisted of a total of 369 subjects. Sampling Technique: Simple random sampling method. Inclusion Criteria: Both private and government school going children between 6-12 years. Results On bivariate analysis for various variables with respect to both BCSLD scores and DTLD scores the p values are as follows. The seven components that are used are consanguinity of marriage of parents, Malnutrition of the child, if any developmental delays are present in the child or not, socio economic status of the family using modified kuppuswamy, Immunisational history of the child till date, Intelligent quotient, and birth weight if the child is low birth weight baby or was having normal birth weight. All these components were used for a bivariate analysis with the outcome of BCSLD score. Out of all these six factors except for birth weight of the baby and consanguinity of marriage of the parents all the other factors were found to be significant to have a BCSLD score of <50%. P value less than 0.05 is considered significant and Chi square value greater than 3.84 is considered significant. Conclusion The high prevalence of learning disabilities (LDs) in Indian children underscores the need for early detection, tailored interventions, and inclusive policies. Key steps include improving screening programs, raising awareness among parents and educators, enhancing teacher training, and addressing socio-economic and health factors like malnutrition.