Prevalence of Depression in Children with Specific Learning Disorders: the Role of Child-Parent and Child-Teacher Relationships

The purpose of the present study was to investigate the prevalence of depression in children with Specific Learning Disorders (SLD): the role of Child-Parent (C-P) and Child-Teacher (C-T) relationships. The research design was correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The LEVEL 2—Depression—Parent/Guardian of Child scale, C-P (parent version) and C-T (teacher version) Relationships Scales were used to collect the data. Person correlation coefficient and multivariate regression were used for analyzing the data. The results showed that the rates of severe, moderate, and mild depression in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a negative significant correlation between closeness C-P (mother and father) and C-T relationship with depression; There was a significant positive correlation between conflict and dependency C-P and C-T relationships with depression; all dimensions of C-P and C-T relationships except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, C-P and C-T interactions are used to reduce depressive symptoms in children with SLD. Based on the results, C-P and C-T interactions training are suggested to reduce the symptoms of depression in children with SLD.