Screening for the Risk of Specific Learning Disabilities Among School-Going Children in Ujjain: A Cross-Sectional Study

Abstract

Background: Specific Learning Disability (SLD) is a neurodevelopmental disorder characterized by persistent difficulties in acquiring academic skills such as reading, writing, and mathematics. Early identification of children at risk is important for timely evaluation and intervention. The present study was conducted to screen school-going children for risk of SLD and assess associated socio-demographic and clinical factors.
Methods: A cross-sectional study was conducted among 385 school-going children in a private school in Ujjain, Madhya Pradesh, from December 2023 to July 2024. Socio-demographic and relevant clinical information was collected using a semi-structured proforma. A self-designed 10-item screening checklist was used for preliminary identification of children at risk of SLD. Data were analysed using SPSS version 24. Associations were assessed using the chi-square test or Fisher’s exact test, as appropriate.
Results: Among 385 cases, 103 (26.8%) screened positive for risk of SLD. Significant associations were observed between screening status and age (χ²=6.161, p=0.046), sex (χ²=7.683, p=0.006), type of family (χ²=7.899, p=0.005), and birth weight (χ²=6.651, p=0.036). Poor memory was strongly associated with screen positivity (p<0.001). Significant associations were also observed with psychological problems (p=0.019), ADHD symptoms (p<0.001), and ASD symptoms (p=0.001). Class, residence, religion, and socioeconomic status were not significantly associated with screening status.
Conclusion: A substantial proportion of school-going cases screened positive for risk of SLD. Early school-based screening may help identify children requiring further evaluation. Screen-positive cases should undergo comprehensive standardized psychological and educational assessment before a diagnosis of SLD is made.