Table 2.

A summary of the protective factors (2009–2016) contributing to socio-emotional resilience for children with RD.

	Study	Relevant Findings	Protective Factor(s)
Individual	Baird et al. (2009) [68]*	The maladaptive effort attributions and self-regulatory profiles of youth with LD were due to their fixed mindset – this suggests that adopting a growth mindset could lead to more positive cognitions when exerting effort in their academics.	Growth Mindset
	Idan and Margalit (2014) [63]*	In a structural equation model, hope mediated between risk and protective factors for high school students with LD, contributing to greater academic self-efficacy.	Hopeful Thinking
	Al-Yagon (2010) [59]*	Children’s sense of coherence (SOC) mediated the association between their maternal attachment and their hope and effort.	Sense of Coherence
	Firth et al. (2013) [58]	A coping program for students with RD resulted in a more internal locus of control, which was associated with a reduction in nonproductive coping strategies.	Internal Locus of Control
	Zheng et al. (2014) [60]*	In a sample of adolescents with LD, self-determination significantly correlated with self-concept and emerged as a potential predictor of academic achievement.	Self Determination
Family	Idan and Margalit (2014) [63]*	Family cohesion partially explained hopeful thinking among high school youth both with and without LD.	Family Cohesion
	Al-Yagon (2010) [59]*	A greater number of significant paths emerged between maternal affect and adjustment of children with LD than those children without LD, suggesting that maternal emotion may play a unique role specifically for children with LD.	Maternal Affect
	Al-Yagon (2014) [73]*	Maternal attachment relationships contributed to internalizing adjustment and paternal attachment to coping resources for children with LD – these paths were more significant than in children without LD.	Strong Parental Attachment
	Terras et al. (2009) [71]	Children with RD who had strong parental relationships and parents with a greater understanding of RD had higher global self-worth.	Parental Support and Understanding of RD
Community	Shany et al. (2012) [75]*	University students with LD who had stable friendships were more likely to have higher global self-worth than students with LD who did not have these relationships.	Peer Relationships
	Al-Yagon (2016) [74]*	For adolescents with LD (but not comorbid ADHD or typically developing students), ratings of their homeroom teacher as caring and available contributed to high positive affect, and high quality of perceived friendship contributed to lower internalizing and externalizing problems.	Teacher Support Peer Relationships
	Ahrens et al. (2010) [76]*	Adolescents with LD who were mentored by teachers had higher self-esteem and graduation rates compared to their non-mentored counterparts.	Mentorship by Teachers
	Kiuru et al. (2012) [17]	Teacher support protected children with RD from the negative impacts of peer rejection. Additionally, smaller class size functioned as a protective factor against social withdrawal due to peer rejection.	Teacher Support Small Class Size

^*The sample for these studies involved children with broad learning disabilities, which includes children with RD as well as disorders in mathematics and/or writing.