Serving Adults with Special Learning Needs

Emotional Barriers to Educational Success

“There can be no transforming of darkness into light, and of apathy into movement, without emotion.” Carl Jung

What do you think of when an educator tells you that they have a student with “special learning needs?” Some of the most commonly recognized special needs in education are Learning Differences (LD), such as Dyslexia and ADD/ADHD. Looking beyond Learning Differences, I suggest that there is another component to “special needs” in the learning process.

Everyone experiences a variety of emotions throughout their lives; this is what makes us human. It is inevitable that emotion will affect the learning process. For some students, negative emotion will prevent a successful learning experience. Emotional barriers to learning may be due to any number of circumstances. Traumatic events would obviously impact a student’s emotional ability to handle life experiences, including education. In the book entitled Too Scared to Learn; the author Jenny Horsman (2000) cites an interviewee with the following statement “Many students end up feeling they have no faith in their own abilities” (Horsman, 1999, p. 183). Horsman’s book looks at the effect that traumatic events have on the learning process. Beyond traumatic events, consider the other components of a student’s identity that might contribute to emotional barriers.

Several theories such as the Social Cognitive Theory (Miller and Dollard, 1941), Protection Motivation Theory (Rogers, 1975) Social Identity Theory (Tajfel and Turner,1979) among others, look at the factors that make up personal identity. Race, culture, age, sex and even income or status may influence the view a student has of themselves and their ability to learn. Negative views of self can lead to a number of critical emotions. Depression, anxiety and feelings of inadequacy are among many of the emotions that have an impact on learning.

“It is widely recognized that social, emotional, and physical health deficits and other persistent barriers to learning must be addressed if students are to benefit appropriately from their schooling.” (UCLA School Mental Health Project Website, 2006)

From my own experiences as an LD student, I know that some of my educational experiences prior to being diagnosed with LD were extremely adverse and my perceptions of educators and education were therefore primarily negative. Even after a diagnosis, the journey of accepting the ways in which I learn differently carry an emotional element. I am not unique in this regard. “Dealing with social and emotional challenges is part of every day, but it can be particularly challenging for any individual with learning disabilities (LD).” (Dr. Sam Goldstein, July 2000) Students with Learning Differences are not the only marginalized group that may experience emotional barriers to education. Adult Basic Education (ABE) and English as Second Language (ESL) student populations may be more likely to experience emotional barriers to learning.

Many educators who select teaching as a profession enjoyed their educational experiences. Educators whose learning experiences have been primarily positive should make a special effort to understand the ways in which education is not always a rewarding experience for everyone. Adult learners may enter the classroom with hesitation, fear and concern for a variety of reasons. Past learning experiences that were negative may create a fear of failure or additional trauma. The most effective adult educators will be the ones that anticipate and seek to understand that marginalized students may exhibit behavior differently than traditional students. “Human beings are full of emotion and the teacher who knows how to use it will have dedicated learners” (Leon Lessinger, Dean, College of Education, USC).

Adult Educators have the opportunity to re-invent a student’s concepts of teachers, schools and learning. Understanding unique student groups may not be easy and finding the most appropriate teaching method or approach may be challenging. Seeking to understand students that have often been neglected by traditional education programs may be the first step in a life altering experience. I know this is possible; I am one of those students. In addition to considering prior educational attainment and the cognitive ability to learn, educators should additionally consider how emotion can impact their students’ ability to learn. Creating a learning environment that feels emotionally safe is critical. Students should be valued for their life experiences and individuality. Educational programs should focus on strengths and potential rather than weakness or deficit. It may only take one educator to make a positive difference in the life of a student and you might just be that teacher.

Stacy Perry is Sr. Recruiting Principle for the Firm Jefferson Wells in Dallas, TX. She has worked in the field of Corporate Human Resources for the past ten years. Stacy is a 2006/2007 TCALL Fellow and is currently pursing a Ph.D. in Education Human Resources with a focus in Adult Education. Her research interests focus on adult females with learning differences.

Goldstein, S. quoted by http://www.ldac-taac.ca/indepth/socialemotional-e.asp

Horsman, J. (1999). Too Scared to Learn. Retrieved November 15, 2006, from http://library.nald.ca

Lessinger, L. as quoted by http://www.quoteworld.org/authors/leon_lessinger

Miller, N. E., & Dollard, J. (1941). Social learning and imitation. New Haven, CT: Yale University.

Rogers R.W. A protection motivation theory of fear appeals and attitude change. J Psychol. 1975; 91:93–114.

Tajfel, H. and John C. Turner. “An Integrative Theory of Intergroup Conflict.” Social Pscychology of Intergroup Relations, The, 1986.

UCLA School Mental Health Project Center for Mental Health in Schools http://smhp.psych.ucla.edu/temphome.htm

* The author wishes to express special thanks and dedicate this article to Dr. Jane Purtle. Her observation and acknowledgement of potential made a difference which was life altering.