Beyond Psycho-Emotional Disablism: Reframing Learning Disabilities as Resources in the Lives of Post-Secondary Students

While much research on learning disabilities (LDs) (e.g., dyslexia, dyscalculia, ADHD) focuses on academic under-achievement, there is a need to move beyond deficit-based models of disability and explore its psycho-emotional dimensions. To fill this gap, this study examines the lived experiences of post-secondary students with LDs, focusing on their emotional well-being, social relationships, and resilience, through a social-relational framework. Using qualitative interviews and journal reflections, we ask: (1) To what extent do post-secondary students with LDs experience psycho-emotional disablism? (2) What mechanisms contribute to their positive emotional and social well-being? (3) In what ways do students with LDs perceive their disability as a resource? Emerging themes highlight the dual nature of students’ experiences—while they report psycho-emotional disablism (e.g., bullying, stigma, internalized ableism, mental health challenges), they also describe resilience, heightened empathy, and adaptive coping strategies. These findings underscore the need to acknowledge both the barriers and strengths associated with LDs and other neurodiversities. The study emphasizes the importance of directly engaging individuals with LDs to understand their psycho-emotional experiences, including viewing their disabilities as sources of personal growth, strength, and resilience. Considering LDs as a resource, rather than a limitation, could have significant implications for individuals and educational frameworks.