Abstract
The aim of this study was to determine the impact learning support has on the resilience of
children with Specific Learning Disorders. Learners with SLD face considerable challenges
that affect their academic, social, psychological, and emotional functioning. As children with
SLD require specialized assistance within the educational setting, the study sought to explore
whether learning support could be viewed as a resource that fosters resilience in learners with
SLD. Ungar’s social-ecological framework of resilience provided the theoretical foundation for
this study.
The research utilized an exploratory quantitative design. This approach was grounded in the
positivist paradigm. Purposive sampling was used to collect data from 96 participants
attending private mainstream schools in Gauteng. Data collection utilized the Child and Youth
Resilience Measure – 28 (CYRM-28) along with a Learning Support Questionnaire that was
specifically designed for this study. The findings revealed that learning support functions as a
critical resource, empowering children with SLD to effectively navigate challenges and
strengthening their capacity to cope with adversity. Moreover, the results suggest that all
children with SLD, irrespective of their specific diagnosis, have the potential to develop
resilience. The study concluded that learning support tailored to the individual needs of
learners not only enhances their academic performance but also positively influences their
emotional well-being. Given the significance of learning support, it is essential for schools to
provide such resources for learners with SLD.