Reading difficulties in children and adolescents are closely linked to a range of mental health challenges, including both internalizing and externalizing behaviors. Internally, struggling readers often experience heightened anxiety, depression, and low self-esteem due to repeated academic failure and negative social comparisons (Mugnaini et al., 2009; Undheim, 2003). At the same time, research also shows an increased risk for externalizing behaviors such as aggression, defiance, and hyperactivity, particularly among boys with reading problems (Trzesniewski et al., 2006; Morgan et al., 2008). These behaviors may emerge as coping mechanisms for frustration or as attempts to divert attention from academic struggles. Moreover, combining academic difficulties and behavioral problems can contribute to a cycle of negative feedback from teachers and peers, further reinforcing both emotional and behavioral challenges (Alexander-Passe, 2006). Early, holistic interventions that address both literacy skills and emotional well-being are essential to interrupt this cycle and support healthy development.
A Pediatrics article on early identification of dyslexia and implications for pediatric practice.