Psychological aspects of students with learning disabilities in e-environments: a mini review and future research directions

What are the main learning difficulties or advantages encountered by students with
learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency,
e-learning is being increasingly used to support students’ learning processes. A number
of countries closed their schools altogether, so face-to-face lessons were and have been
replaced by distance lessons. A search of current literature via Scopus, Eric and Google
Scholar electronic databases was conducted according to Prisma Guidelines. Other
sources of literature were also considered, starting from the references in the full text
of the articles consulted. We used the following search keywords: “LDs” combined with
the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological
factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the
lack of inclusive accessibility standards and a lack of attention to specific tools for
addressing LDs, which causes students to develop high levels of stress/anxiety and
emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy.
Another area of literature looks at how students can develop high levels of self-regulation
and emotional awareness, as well as high levels of inclusion. Results are discussed in
terms of the promotion of e-learning that focuses on the psychological well-being of
students and teachers use of technological tools.