Reframing Our Understanding of Academic Difficulties

"He's just lazy."

"She doesn't apply herself."

"He doesn't have a learning disability, he's just not interested in school."

I often hear and read phrases such as these thrown around. It seems that there are many misconceptions based around what causes difficulties in school, as well as how diagnosed learning disabilities ought to be characterized. I'm in the unique position of having been on both sides of the desk; currently I am an Assistant Director at the Huntington Learning Center, where we work with students who are struggling in school by addressing their individual needs. When I was in high school, I was one of those who struggled when it came to certain subjects.

I have a processing disorder, which made math in particular a challenge - no matter who my teachers were. I never acted out, but I frequently faced internal battles between needing help and not wanting to look like I needed help. One time my teacher came over to check on me, with two mean girls nearby; she couldn't have been a nicer person, but in that moment, I was less worried about her kindness and more worried about getting laughed at by my classmates. I snapped that I was fine, even though I wasn't. I still remember the hurt expression on her face.

It's very discouraging to constantly try and fail, again and again. In my work at Huntington, I have seen many students appear to not care when really, they just got tired. Look at it this way: You have to walk up a hill, but it's narrow and difficult, and it seems to take forever to get anywhere near the top. Maybe you come close, but stumble just when you've made headway. We're all told to keep finding a way to get to the top, but let's face it - most of us would eventually go back home irritated, perhaps claiming that there was "no point" in hiking that day. If it happens repeatedly, we are likely to claim we've lost interest in hiking altogether. Because finding yourself at the bottom over and over feels like helplessness; at least "not caring" feels like a choice.

The cover up can also manifest in what appears to be sloppiness and irresponsibility. "I forgot we had homework" instead of "I didn't even know where to start." "I did my homework at school" instead of "I can't handle it tonight." Skipping classes, or school altogether. While there are students who simply are not interested, I firmly believe most students want to learn, having come to an impasse as opposed to feeling true apathy.

When it comes to learning disabilities, another idea that needs to be quashed is that there's only one "real" set of characteristics per disability. All of us are diverse in our wants and needs, even when we are in similar situations - why should that not apply to learning differences? Not to mention that much of we perceive to be "common knowledge" is, in fact, inaccurate.

The best way to reach out to kids who are struggling in school is to try getting to the root of their problems. What's hurting? Do they truly not care, or are they having problems in school? Problems in their personal lives? If they have a learning disability, or you suspect they do, what's the next step? Giving kids the benefit of the doubt, and the support they truly need, will make a world of difference.

It's not as simple as "keep walking up the hill."

Amy Bock is the Assistant Director at the Huntington Learning Centers of Bel Air and Perry Hall.