Abstract
Background: Preventing adversity from accelerating among learners with specific learning
disabilities (SLD) is imperative. Continuous adversities, such as social-emotional, psychological
and academic difficulties, characterise learners with SLD. Prior studies have been conducted
on learners with SLD developing a disorder because of the difficulties they face. However,
very few studies offer evidence of how learners presenting with SLD cope despite their
learning disability.
Objectives: The study sought to investigate what resilience resources are available among
learners with SLD in learners with special education needs (LSEN) schools and to provide
stakeholders with evidence of resilience enablers for learners with SLD.
Method: An exploratory quantitative research study was adopted, and 217 respondents with
SLD were selected through purposive sampling in four LSEN schools. These learners
completed the Child and Youth Resilience Measure (CYRM-28). Data were analysed using the
Statistical Package for the Social Sciences (SPSS) and the custom table was used as a statistical
technique
Results: Even though the presence of SLD negatively affects an individual’s academic,
psychological, social and emotional functioning, the results of this study show that individual
qualities, relationships with caregivers and peers and contextual resources were resilienceenabling resources for learners with SLD.
Conclusion: The study’s results show that the combination of individual attributes, relational
and environmental factors enables the resilience of learners with SLD. When given accessible
and meaningful support, learners with SLD can develop resilience.
Contribution: The study contributes to the dearth of knowledge regarding the resilience of
learners with SLD in LSEN schools