Social, emotional, and behavioral skills in students with or without specific learning disabilities

Social, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, M = 15.5 years, SD = 2.0), 359 of whom reported a SLD, we found differences in self-management ( d = − 0.28), innovation ( d = − 0.25), and social engagement ( d = − 0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills. • Students with SLD report significantly lower scores in three SEB skills ( d < |0.30|). • Students with and without SLD report similar emotional resilience and cooperation skills. • Differences in innovation skills are not attributable to creativity or artistic skills. • The association between SEB skills and achievement is weaker in students with SLD.