Published Paper Details:

Social and emotional development plays a crucial role in shaping the personality, behavior, and academic progress of school children. For students with Learning Disabilities (LDs), these developmental domains are often more vulnerable due to difficulties in communication, academic performance, and peer interaction. The present study is an attempt to compare the levels of social and emotional development of students with and without LDs in Goalpara district of Assam. Employing a comparative research design, the study involved 120 students (60 with LDs and 60 without LDs) drawn from government and private schools. Data were collected through standardized scales and semi-structured interviews with teachers and parents. The findings revealed that students with LDs scored significantly lower in peer interaction, self-esteem, and emotional regulation compared to their non-LD peers, while family support was found to be equally strong for both groups. The study concludes that though family and teacher support in Goalpara are encouraging, peer relationships and school-based interventions remain weak. The paper suggests strengthening inclusive classroom practices, initiating teacher training, and introducing counseling services to ensure holistic development of LD students in Assam.