Commentary: Gifted students in focus, but what about those with learning difficulties?

SINGAPORE: Much has been discussed about the revamping of the Gifted Education Programme (GEP), which pulls out the top 1 per cent of primary school students and centralises them in nine GEP schools.
Under a new model, the top 10 per cent of students – or about 3,000 children across 180 primary schools – will be selected to join higher-ability programmes in their own schools instead, allowing for more customisation according to their strengths and interests.
There has been fervent debate about the pros and cons of the revamp – some have raised concerns over whether the same level of support will be available, others have said the new approach will foster greater inclusivity.
Putting the GEP debate aside, the needs of another group of students warrant attention too: Those who struggle academically due to learning disorders.
According to the American Psychiatric Association, it is estimated that 5 per cent to 15 per cent of school-age children globally have a learning disorder, impacting their abilities in reading, writing, or arithmetic. Of these, around 80 per cent have dyslexia, characterised by specific reading impairments.
In Singapore, 6.9 per cent of students in mainstream primary and secondary schools, or around 27,000 students, are reported to have special educational needs (SEN). This includes, but is not limited to mild autism, attention deficit hyperactivity disorder (ADHD) and dyslexia and hearing loss.
It would not be surprising if the actual number is higher if we take into account children who do not have formal diagnoses.
There is a need to address the support for these students.
Students with dyslexia, for example, struggle with being misunderstood as having low intelligence or laziness, but they actually suffer from a specific learning difficulty that affects language processing. Many children with dyslexia are highly intelligent and creative, but face challenges in reading, spelling and writing due to the neurological basis of their condition.
Students with ADHD struggle with inattention and hyperactivity, which can hinder academic performance and lead to chronic underachievement. They often face additional challenges, including anxiety, depression and conduct disorders. These comorbidities can have lifelong effects on their emotional and social development.
In many of the students I’ve treated, I’ve witnessed how their emotional and academic struggles, coupled with frequent scoldings from parents and teachers, can erode self-esteem, creating a vicious cycle where poor self-perception further impacts school performance and behaviour.
One of my patients, a Primary 6 child, would repeatedly hit his head in frustration because he was so overwhelmed and distraught over not being able to focus enough to complete his homework. Whenever that happens, it is heartbreaking for his family to watch.
I share this story in sessions with other patients to illustrate the impact that untreated issues can have on a child’s emotional well-being.
Social difficulties exacerbate the situation, as children with learning disorders can find it hard to maintain positive peer relationships, leading to isolation and, in some cases, associations with delinquent peers, potentially resulting in conduct disorders and antisocial behaviour.
Children with learning disorders can fall through the cracks of the education system as they do not fit neatly into existing categories of support.
These students are not considered intellectually disabled and therefore do not qualify for special education services. Many possess average to high intelligence, allowing them to meet basic academic standards and mask their underlying struggles. Consequently, their specific needs are frequently overlooked.
Without appropriate support, they can face ongoing academic frustration, emotional distress, and the risk of developing negative self-perception, which can hinder their long-term success and well-being.
Studies have consistently shown that early, targeted support can significantly improve academic and social outcomes for children with ADHD and dyslexia.
For instance, behavioural therapy and educational intervention for ADHD have been shown to improve attention, reduce disruptive behaviours and enhance academic performance. Similarly, structured literacy programmes tailored to dyslexic students can significantly improve reading skills, boosting confidence and overall academic success.
Interventions such as parent training, school-based behavioural programmes and medication have proven effective for ADHD, improving both academic and behavioural outcomes.
Despite the known benefits of early intervention and the progress made in terms of support for SEN students, there is room for improvement when it comes to resources available for those with learning difficulties.
If children with mild to moderate learning difficulties in mainstream schools do not receive the necessary support, this can result in a widening gap between them and their peers.
There are multiple barriers that impede timely and effective intervention.
First, the stigma associated with mental health conditions can discourage parents from seeking help for their children, potentially delaying diagnosis and treatment. Furthermore, obtaining a formal diagnosis often requires multiple assessments by specialists, which can be time-consuming and costly.
Even after a diagnosis is made, implementing behavioural treatment during school hours – where students spend most of their time – presents its own set of challenges.
Many schools do not have the necessary infrastructure or resources to support these interventions effectively. There is also a notable shortage of trained professionals specialising in ADHD and other learning disorders available on school campuses.
Responding to parliamentary questions on Tuesday (Sep 10) about the revamp of the Gifted Education Programme, Minister for Education Chan Chun Sing said that GEP alumni have made significant contributions in diverse fields such as public service, medicine, academia, arts, entrepreneurship and technology.
While nurturing future leaders and innovators is important, it’s also important to consider the long-term societal benefits of supporting students with learning difficulties.
As Amazon founder Jeff Bezos once remarked in a podcast: “There are a thousand ways to be smart,” highlighting that intelligence should not be equated solely with academic success.
Addressing learning difficulties is not just about educational equity; it’s an investment in the future. By providing adequate resources and support for students with learning challenges, right-sited within schools, we can unlock their potential, benefiting both the individual and society.
Viewing learning disorders as educational challenges rather than psychiatric issues can help destigmatise these conditions and shift the focus from pathologising to empowering students.
Dr Lim Boon Leng is a psychiatrist at the Gleneagles Medical Centre.