Relationship of academic stress and learning disabilities

Abstract

The objective of this work is to explore the relationship between academic stress and learning problems in university students through a narrative review. Various studies were collected and analyzed to examine how stress influences students' academic performance and emotional well-being, exacerbating learning issues. These problems include conditions such as dyslexia and dyscalculia, as well as broader difficulties related to social, emotional, and pedagogical factors, especially in the context of the COVID-19 pandemic. The results indicate that high levels of stress are correlated with increased anxiety and learning difficulties, particularly affecting nursing and psychology students. Educational theories, such as those proposed by Gardner and Vygotsky, emphasize the need to adapt teaching strategies to diverse intelligences and the sociocultural context of students. Furthermore, it is highlighted that social support networks act as a protective factor against academic stress. In conclusion, it is essential to adopt a comprehensive approach that combines effective educational strategies with emotional support to promote a healthy learning environment and optimize academic performance in challenging situations.