ASSIGNMENT TOPIC

EDUCATIONAL PROBLEMS IN CHILDREN’S AND

ADOLESCENTS

SUBMITTED BY:
NABEELA KHAN
KIRAN HAYAT

SUBMITTED TO: MISS SHAZRA

SUBJECT: CHILD PSYCHOLOGY

DIPLOMA IN CLINICAL PSYCHOLOGY

FRONTIER HOMEOPHATIC MEDICAL COLLEGE PESHAWAR

EDUCATIONAL PROBLEMS OF CHILDRENS AND ADOLESCENTS

INTRODUCTION

Intellectual disability (ID): Intellectual disability (ID), once called mental retardation, is
characterized by below-average intelligence or mental ability and a lack of skills necessary for
day-to-day living (eating, dressing, communication, participate in group activity). People with
intellectual disabilities can and do learn new skills, but they learn them more slowly.

EDUCATIONAL PROBLEMS RELATED TO LOW INTELLECTUAL POTENTIAL

Low intellectual potential can have a significant impact on academic performance across various
areas.

• Cognitive Skills: Individuals with low intellectual potential may struggle with cognitive
skills necessary for academic success. These skills include problem-solving, critical
thinking, logical reasoning, and abstract thinking.

• Learning and Memory: Low intellectual potential can affect the ability to learn and
retain information. Individuals may experience difficulties in acquiring new knowledge,
organizing and integrating information, and recalling information accurately.

• Language and Communication: Language skills are crucial for academic success.
Individuals with low intellectual potential may face challenges in expressive and
receptive language abilities. They may struggle with articulating ideas, following
instructions, understanding complex vocabulary, and comprehending written material

• Academic Tasks: Low intellectual potential can affect performance in specific academic
tasks. Reading difficulties, for example, may impact reading fluency, reading
comprehension, and vocabulary development. Challenges with mathematics may involve
difficulties understanding and applying mathematical concepts, problem-solving, and
working with numbers.

• Attention and Focus: Individuals with low intellectual potential may face challenges
with attention and concentration. They may have difficulty sustaining focus on tasks,
staying organized, and managing time effectively. These attentional difficulties can
 interfere with active engagement in classroom activities and completing assignments
accurately and efficiently.

Problems faced by Children with high IQ level:

Though the challenges /problems faced by children with high IQ are not universal and can vary
among individuals with high IQs but some of the most common issues faced by the children are
mentioned below;

Boredom in the classroom: Highly intelligent children may become easily bored in traditional
academic settings if the material being taught is too easy or repetitive for them. For example, a
child with a high IQ who excels in math might find themselves disengaged in a math class where
they are learning basic arithmetic operations that they mastered long ago.

Underachievement: Despite their high intellectual potential, some children with high IQs may
struggle with underachievement. This can occur when they do not feel motivated or challenged
enough to put in effort or when they face difficulties in certain areas despite their overall
intellectual ability. For instance, a gifted student with a high IQ might consistently receive
average grades because they lack motivation due to the lack of challenging coursework.

Social alienation: Children with high IQs may feel socially isolated or have difficulty fitting in
with their peers. They may have different interests and preferences, which can lead to a sense of
disconnect in social situations. For example, a highly intelligent child who enjoys complex
scientific discussions might struggle to find like-minded peers in a regular social setting,
resulting in a sense of isolation.

Perfectionism: Some individuals with high IQs tend to be perfectionists, setting exceedingly
high standards for themselves. This can lead to excessive self-criticism, anxiety, and difficulty
accepting anything less than perfect performance, which may hinder their academic progress. For
instance, a student with a high IQ might be so focused on achieving perfect scores on
assignments that they spend an excessive amount of time on each task, leading to stress and
potential burnout.

Lack of study skills: While individuals with high IQs often have strong analytical and problem-
solving abilities, they may struggle with study skills, such as time management, organization,
and effective note-taking. These skills are important for academic success but are not necessarily
tied to intelligence. For example, a gifted student with a high IQ may struggle with managing
their time effectively and often find themselves cramming for exams at the last minute.

Impatience: Highly intelligent children may have a tendency to grasp concepts quickly and
become frustrated when others don't understand at the same pace. This impatience can hinder
their ability to collaborate effectively with classmates or seek help when needed. For instance, a
child with a high IQ may become impatient and frustrated when working on group projects if
their peers do not grasp concepts as quickly as they do, leading to difficulties in collaboration.

Uneven development: Some children with high IQs may exhibit uneven development across
different areas. They may excel in certain subjects while struggling in others, leading to a sense
of imbalance in their academic performance. For example, a student with a high IQ might excel
in mathematics and science but struggle with language arts or social studies, resulting in a
discrepancy in their overall academic performance.

Low Achievement Its Impact On Self Esteem And Personality

Children with low grades have:

• low self-esteem lack confidence

• feel inferior to other children, and doubt they can do things well.

• They may give up easily or not try at all.

• hard to cope when they make a mistake, lose, or fail

• lose interest in learning

• Have higher levels of depression and anxiety, are socially inclined, and are more likely to
abuse alcohol and engage in substance abuse.

Physical Illness And Academic Achievement

• Difficulty completing work on time or taking part in exams

• Decreased academic performance

 • Difficulty keeping up relationships with school friends

• Difficulty getting around the school environment

• Difficulty participating in some school activities (for example, physical education or

excursions)

• Feeling less confident and less motivated, also possibly affecting self-esteem and body
image.

Family problems and academic achievement

• Family conflict can be verbal, physical, sexual, financial, or psychological leading to

unhealthy and risky behaviors, poor attachment styles, single parent, and interpersonal
relationship struggles Bickering, cold shoulder, eye-rolling is a common feature in many
families, however this may lead to mental health problems for many children, including
depression, anxiety, poor sleep, and aggressive behavior and anti-social affecting
academic performance.

Conclusion:
It is crucial to remember that these causes and facts are not exhaustive and that individual
experiences may vary. Each child is unique, therefore the challenges and needs of each child
should be assessed on an individual basis. Creating a supportive and nurturing environment is
essentially required in schools to address the challenges faced by children with high IQ and to
promote the academic and personal growth of such gifted children.
INTRODUCTION
Academic achievement (AA) plays a central role in children and adolescents’ developmental
trajectories, determining life opportunities considering its impact in the development of
autonomy and competence.
The association between academic achievement and emotional (internalizing problems) and
behavioral (externalizing problems) has been conceptualized through two competing
perspectives.
Several authors have highlighted the role of EBP in academic achievement, assuming that
difficulties in self-regulated behavior and emotions contribute to impaired performance at school.
This perspective, labelled by Moilanen. (2010) as the academic incompetence hypothesis,
suggests that early problems in academic performance could prompt or exacerbate internalizing
or externalizing symptoms.

Influence of emotional problems on academic achievement

Several studies support the influence of EPs on children and adolescents’ AA.
Adolescents with high levels of depression, attention problems and delinquency score usually
lower on standardized achievement tests.
The negative effects of depressive symptoms lead to a decline in school results and overall poor
academic performance.
Attention problems, delinquency and substance abuse are also strongly associated with low AA,
and youth who experienced two or more problems had lower AA than youth who experienced
only one problem found that the strongest predictor of poor academic performance in primary
and secondary school, as reported by parents and teachers.

Influence of academic achievement on emotional problems

Research has also focused the inverse process, considering the influence of low AA on EPs.
Children who perform poorly in one or more functioning domains, such as the academic domain,
may receive negative feedback from others, promoting negative self-perception and subsequently
triggering depressive problems.
In the same study, lower academic performance was associated with an increase in depressive
problems.
Several studies have found that high levels of academic performance can protect against
depressive problems.
Poor AA predicts aggressive behavior. When children or adolescents repeatedly face an inability
to achieve valued academic goals, they may become unhappy or annoyed, leading to EPs. The
negative feedback of poor grades may be a powerful agent towards EPs.
In a study involving participants, girls tended to present higher scores than boys on Internalizing
Problems.
Positive emotions have been linked to various skills that foster academic success. With a
positive classroom environment, students may encounter academic challenges with more
acceptance.
On the other hand, negative emotions, marked by anxiety, anger, or discontent in the present,
have been shown to worsen memory processing and learning efficiency.
Although negative emotions can sometimes promote achievement, such as when disappointment
or failure motivates a student to try harder, learning experiences that are joyous.
While negative emotions may occasionally prompt avoidance and social isolation, both of which
may lead to academic decline in children and adolescents.
Mindfulness meditation is responsible for negative affect reduction and increases in positive
affect. People who meditate regularly also have a more flexible orienting network, while
maintaining focus on present sensations.

Peer Pressure in childhood and adolescents

Peers play a large role in the social and emotional development of children and adolescents.
Their influence begins at an early age and increases through the teenage years. It is natural,
healthy and important for children to have and rely on friends as they grow and mature.
Peers can be positive and supportive. They can help each other develop new skills, or stimulate
interest in books, music or extracurricular activities.
However, peers can also have a negative influence. They can encourage each other to skip
classes, steal, cheat, use drugs or alcohol, share inappropriate material online, or become involve
in other risky behaviors. The majority of teens with substance abuse problems began using drugs
or alcohol as a result of peer pressure.
Kids often give in to peer pressure because they want to fit in. They want to be liked and they
worry that they may be left out or made fun of if they don't go along with the group.
The following are tips about peer pressure to share with your kids:
 Stay away from peers who pressure you to do things that seem wrong or dangerous.
 Learn how to say "no," and practice how to avoid or get out of situations which feel
unsafe or uncomfortable.
 Spend time with other kids who resist peer pressure. It helps to have at least one friend
who is also willing to say "no.“
 If you have problems with peer pressure, talk to a grown up you trust, like a parent,
teacher, or school counselor.
The following are tips for parents to help your child deal with peer pressure:
 Encourage open and honest communication. Let kids know they can come to you if
they're feeling pressure to do things that seem wrong or risky.
 Teach your child to be assertive and to resist getting involved in dangerous or
inappropriate situations or activities.
 Get to know your child's friends. If issues or problems arise, share your concerns with
their parents.
 Get to know how your child interacts with friends and others online.
 Help your child develop self-confidence.
 If your child has ongoing difficulties with peer pressure, talk to his or her teacher,
principal, or school counselor. If you have concerns about your child's mood, self-esteem
or behavior, consider a consultation with a trained and qualified mental health
professional.

Importance of psychological assessment

 Psychological assessment is important because it can help identify mental health
conditions and other issues that may be impacting an individual’s thoughts, feelings, and
behaviors.
 It can provide a more complete understanding of an individual’s strengths and
weaknesses, which can be useful in making decisions about treatment and support.
 Psychological assessment can help diagnose conditions such as depression, anxiety,
bipolar disorder, and attention deficit hyperactivity disorder (ADHD), among childrens
and adolescents.
 It can also be used to assess an individual’s cognitive abilities, such as memory,
problem-solving skills, and intellectual functioning.
 Psychological assessment can help identify the underlying causes of an individual’s
symptoms and provide a basis for developing a treatment plan that is tailored to their
needs.
 It can also be used to monitor an individual’s progress in treatment and make any
necessary adjustments.

References
https://raisingchildren.net.au/pre-teens/school-education/truancy-other-school-problems/school-
problems-9-15-years
https://www.journals.uchicago.edu/doi/pdf/10.1086/453707