Learning Disabilities, Culture and the Nigerian Educational System: The Unseen Link to Mental Health

Abstract

Background: The fact that human beings vary in intellectual capacity is universally accepted all over the world. There are, however, generally accepted intellectual growth markers with which psychologists judge the mental and intellectual development of children and young adults. Children who fall below what is considered the average are considered low on cognitive ability. Objective: This study aims to scrutinise and analyse the Nigerian education system using literature to identify the negative impact of the present structure on the mental health of people with LD. It also explores the possibilities for improvement in the present Nigerian education systems such that it is less harmful to people with LD. Method: This paper is a qualitative literature review concentrating on the results of 3 primary research papers. Their results will be used to explore the conversations surrounding the effect of dysfunction in the Nigerian education system on the experiences of students with learning disabilities. Results: The review of the literature shows that the existing educational structure in Nigeria may worsen the outcome of students with LD as there are sparse social and physical infrastructures to protect and assist them. Conclusion: This paper explores the psychiatry of learning disabilities, not to reveal all work done in the field but to discuss the evidence posed by existing literature concerning the link between learning disabilities, mental health, and the educational system in Nigeria. It concludes that there is room for improvement on the present frameworks for the education and care of students with LD.