Semester of Graduation

Summer 2026

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Students with learning-related disabilities (LRDs) are a growing population in schools worthy of more holistic attention. This vulnerable population often receives support for their academic needs, while their mental health needs tend to get overlooked or untreated. Students with LRDs often face more negative experiences (e.g., lower academic performance, bullying, and peer victimization) in school compared to their peers without disabilities. As a result, they may experience higher levels of mental health issues. The purpose of this study was to examine the mental health status and service utilization of students with LRDs in schools compared to their peers without disabilities. This research adopted a strength-based approach to understanding the mental health and promotion needs of students with LRDs. Data was used from a sample of 5th-12th grade students (N = 807), with and without disabilities, in two schools in Southeast Louisiana via a universal mental health screening (UMHS) that consisted of a demographic questionnaire and scales to measure mental health concerns and perceptions of school climate. Through this research, we expanded current literature regarding the mental health status of students with LRDs and provided insight into the potential risk and protective factors that are known to influence the mental health of these students. The results confirmed that students with LRDs experienced higher levels of both internalizing (r = .11, p = .003) and externalizing (r = .14, p = < .001) concerns. It was found that school connectedness was the strongest negative independent predictor of lower mental health concerns, whereas student-teacher relations emerged as a significant positive predictor of higher mental health concerns. Gender was the only significant predictor of willingness to accept help for mental health concerns, with gender minorities being less willing to accept help.

Date

4-2-2026

Committee Chair

Long, Anna

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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