Abstract
School is a central life experience in the developmental age. Specific Learning Disorders can make the school process more difficult and strenuous, generating considerable emotional complications that involve the student’s own image, his way of “perceiving” school events, as well as learning and study motivation. Emotional distress secondary to SLDs is an aspect that is frequently underestimated but must instead be examined with great caution because it has important implications for health and psychosocial functioning. In the context of treating individuals with SLD, neuropsychomotor therapy represents an important therapeutic means to support the acquisition of the skills and competencies needed to cope more effectively with both the challenge of learning at school and the related emotional and motivational distress.
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