Self-perceived anxiety symptoms in school students with borderline intellectual functioning: A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

Background and Objectives: Students with borderline intellectual functioning (slow learners) underperform in all school subjects. The primary objective of this study was to evaluate the self-perceived anxiety symptoms of slow learners. Its secondary objective was to analyze impact of sociodemographic variables on their symptoms. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the learning disability clinic of a public medical college in Mumbai. Subjects and Methods: One hundred slow learners aged >= 8 to <18 years were recruited by non-probability sampling. Their anxiety symptoms scores were measured using the Screen for Child Anxiety Related Disorders-Child version (SCARED-C) instrument. Statistical Analysis: Multivariate regression analysis was performed for determining the independent impact that variables had on the SCARED-C (individual subscales and overall) scores. Results: Symptoms of separation anxiety were present in 40%, followed by social anxiety in 32%, generalized anxiety in 31%, panic in 26%, significant school avoidance in 24%; and overall anxiety in 38% of slow learners. Multivariate analysis revealed that: (i) co-occurring attention-deficit/hyperactivity disorder was significantly associated with having panic symptoms (P = 0.040), and, (ii) studying in a Secondary School Certificate or Higher Secondary Certificate educational board-affiliated school was significantly associated with having symptoms of generalized anxiety, social anxiety, and overall anxiety (P = 0.009, P = 0.026, and P = 0.046, respectively). Conclusions: Many slow learners in our city have symptoms of anxiety disorders and overall anxiety. There is an urgent need to screen them for anxiety disorders to facilitate their optimum rehabilitation.

Automated summary

The primary objective of this study was to evaluate the self-perceived anxiety symptoms of slow learners, and its secondary objective was to analyze the impact of sociodemographic variables on their symptoms. The results showed that many slow learners have symptoms of anxiety disorders, highlighting the importance of screening them for anxiety disorders to facilitate their rehabilitation.