Examining the level of anxiety in elementary school students with learning disabilities

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This research was conducted with the aim of investigating the level of anxiety in elementary school students with learning disabilities and identifying factors related to it. In this cross-sectional-analytical study, 250 students (150 with learning disabilities and 100 without disabilities) from primary schools in Tehran were selected by multi-stage cluster sampling method. Data were collected using the Spence Children’s Anxiety Scale (SCAS) and the Colorado Learning Disability Symptom Checklist (CLDQ). Data analysis was done using independent t-test, one-way analysis of variance, Pearson correlation coefficient and multiple regression. The results showed that students with learning disabilities have a higher level of anxiety than peers without disabilities (p < 0.001). Students with math disorder (dyscalculia) showed a higher level of anxiety than other types of learning disorders (p < 0.05). A positive and significant correlation was observed between age and anxiety level (r = 0.24, p < 0.01). Regression analysis showed that age, gender (being a girl), type of disorder (math) and severity of learning disorder are significant predictors of anxiety level (R² = 0.24, p < 0.001). This study highlights the importance of paying attention to mental health, especially anxiety, in students with learning disabilities. The findings emphasize the necessity of designing and implementing psychological interventions according to the type of disorder, age and gender of the students. Also, the need for a comprehensive approach in the management of learning disorders that also considers emotional aspects is identified.

No mobile phones in school improves student’s concentration

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Dutch phone ban in schools having ‘wonderful effect’
While countries clamour to ban smartphones in schools, fresh research from the Netherlands – one of the first to do so – suggests that its ban has made students more sociable, improved their focus and boosted academic performance.

According to a study commissioned by the Dutch government, three-quarters of the 317 surveyed high schools said that the ban had boosted students’ concentration, while nearly two-thirds noted an improvement in the social climate. One-third reported better academic performance.

“Less distraction, more attention to the lesson, and more social students – no more mobile phones in the classroom is having wonderful positive effects,” Marielle Paul, state secretary for primary and secondary education, told Reuters.

The Dutch ban of digital devices in schools came into effect on 1 January 2024, inspiring other nations to follow suit, notably France, Hungary and Finland. Many UK schools have implemented their own bans, thanks partly to the fast-growing Smartphone Free Childhood movement, as featured in the new issue of Positive News magazine.

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We still need the analog clock

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Can analog clocks support dyscalculia? For individuals with learning differences like dyscalculia, the analog clock can be a surprisingly helpful tool.

How the Visual-Spatial Nature of Analog Clocks Can Help with Dyscalculia

Dyscalculia often involves difficulties with number sense and spatial reasoning. The visual and spatial nature of an analog clock can provide a more accessible entry point to time concepts than purely numerical (digital) representations. Using an analog clock for dyscalculia support can leverage visual strengths.

Using Analog Clocks as a Concrete Tool for Abstract Time and Number Concepts

For those who struggle with abstract numerical ideas, an analog clock offers a concrete learning aid. The movement of the hands provides a physical representation of passing time and numerical quantities (like 5 minutes, 15 minutes), which can be easier to grasp. Understanding how different tools like analog clocks can support cognitive development is crucial, especially for individuals with learning differences.

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