This study examined the role of attachment-based factors (children's attachment style, children's appraisal of teacher as a secure base, and teacher's feelings of closeness to child) in explaining differences in Israeli children's socioemotional adjustment (self-rated sense of coherence, loneliness) and academic functioning (teacher-rated). The sample comprised 98 children with learning disorders from general education classes in four public elementary schools and 107 typically developing children from the same classes. Significant intergroup differences emerged in socioemotional and academic adjustment as well as attachment-based factors. Moreover, attachment-based factors were significantly correlated with adjustment measures and significantly mediated the association between learning disorders and socioemotional adjustment. The findings are discussed in terms of the theoretical and practical implications rendered by children's experiences in close relationships on socioemotional adjustment among school-age children with learning disorders.

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This study examined patterns of close relationships among school-age children with learning disabilities (LD) as manifested in their attachment style, their self-perceived loneliness, their sense of coherence, and teacher ratings of their academic functioning. In line with resilience theory, this study also aimed to further explore predictors of positive adjustment for children with LD. The sample comprised 98 children with LD from regular classes in four Israeli public elementary schools, and 98 non-LD children from the same classes. Significant group differences emerged in attachment styles and adjustment. Attachment style significantly correlated with socioemotional adjustment but not with academic functioning. In addition, a subgroup of resilient children emerged among the LD children. Discussion focused on the value of attachment patterns for understanding social and emotional adjustment among school-age children with LD.

This study examined the role of adolescents' perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness, positive/negative affect, and externalizing/internalizing problems), among adolescents with learning disabilities (LD), with comorbid LD and attention-deficit/hyperactivity disorder (ADHD), or with typical development (TD). Participants were 280 adolescents in Grades 10 through 11 in three groups: LD (n = 90), comorbid LD and ADHD (n = 91), and TD (n = 98). Preliminary analyses yielded significant group differences on most socioemotional and behavioral measures. Structural equation modeling (SEM) analysis indicated high fit between the theoretical model and empirical findings and partially different patterns of relationships among the model's components for the three populations. The discussion focuses on the possible unique value of close relationships with each significant attachment figure for adolescents with LD, comorbid LD-ADHD, and TD.