The Inherent Shield: Learning-Based Stress Symptoms Among People Diagnosed with Specific Learning Disability and Its Relationship with Dispositional Mindfulness
Round 1
Reviewer 1 Report
Comments and Suggestions for AuthorsThe overall value of the article is satisfactory in highlighting the relationships between specific learning disabilities (SLD) and learning-based stress symptoms (LBSS). Because:
-the content is concisely described based on the current theoretical background and empirical research on the topic.
-the research hypotheses and methods are clearly stated.
-the arguments and discussion of the findings are distinguished by a coherent, balanced realism despite the scope of the topic of specific learning disabilities.
-the results are presented clearly.
-the references cited in this manuscript are relevant and appropriate to this research. Nevertheless, I believe that it would further help the understanding of the relationships if the authors also used bibliographic references published in pedagogical textbooks to issues related to learning and specific learning difficulties.
Author Response
Comment 1: The references cited in this manuscript are relevant and appropriate to this research. Nevertheless, I believe that it would further help the understanding of the relationships if the authors also used bibliographic references published in pedagogical textbooks to issues related to learning and specific learning difficulties.
Response 1: Thank you for giving us this important advice. To address the reviewer’s suggestion, we have incorporated references from established pedagogical sources to deepen our discussion on learning and specific learning difficulties (SLD). This addition, on page 12, paragraph 2, is marked in red and reflects relevant perspectives on how learning difficulties can impact individuals across various developmental stages and contribute to ongoing stress symptoms.
In the pedagogical context, Books such as "Teaching Students with Special Needs in Inclusive Settings" by Smith et al. (2021) and "The Inclusive Classroom: Strategies for Effective Differentiated Instruction" by Mastropieri and Scruggs (2018) outline the diverse educational needs and ongoing emotional challenges that individuals with SLD encounter. These resources emphasize the impact of SLD across different life stages, highlighting how learning difficulties, if not adequately addressed, may contribute to persistent academic and emotional stress. Furthermore, Dell et al.’s Assistive Technology in the Classroom (2017) highlights the critical role of tailored interventions and assistive technologies in supporting individuals with SLD. This aligns with our study’s focus on Learning-Based Stress Symptoms (LBSS) and their lasting impact, positioning our findings within a broader framework of pedagogical research on learning challenges. These insights highlight the importance of sustained support that continues beyond the school environment.
Reviewer 2 Report
Comments and Suggestions for AuthorsThe study addresses an important research gap by exploring how SLD is related to stress symptoms associated with learning experiences. By introducing DM as a moderating factor, the article adds a novel perspective to existing research on SLD and psychological well-being.
What could be improved in the article:
- The age range of participants (23-44 years) is broad, yet the study does not explain how this variability may impact the results. (The participants belong to different stages of human development.). Addressing this issue and providing a rationale for the selection of the sample could help in explaining the findings. You mention this a bit in the limitations of the study, but I would have liked to see more insights into this aspect.
2. While the study demonstrates that DM reduces LBSS, it does not thoroughly explain the underlying psychological mechanisms. More discussion on how mindfulness influences cognitive and emotional processing would improve the theoretical depth of the paper.
3. The article could comment more on the participants' previous experience of mindfulness. For example, how often they have used the practice, how many years, how consistent it has been, etc. And if you have not analysed it, you need an explanation of why you decided to do so.
4. The article contains a number of errors in the English language related to grammar, consistency of style, and some sentence structures, for example: „DM significantly predict LBSS levels“ (p. 1) (correction: predicts). There are more errors. I am not an English language specialist, so I have not analysed the errors in detail, but I have noticed them.
5. So far, I don't see in the article whether ethical clearance has been granted for this research. I hope that there is one and that it will be provided in the article.
Regards
Comments on the Quality of English LanguageThe article contains a number of errors in the English language related to grammar, consistency of style, and some sentence structures, for example: „DM significantly predict LBSS levels“ (p. 1) (correction: predicts). There are more errors. I am not an English language specialist, so I have not analysed the errors in detail, but I have noticed them.
Author Response
Comment 1: The age range of participants (23-44 years) is broad, yet the study does not explain how this variability may impact the results. (The participants belong to different stages of human development.). Addressing this issue and providing a rationale for the selection of the sample could help in explaining the findings. You mention this a bit in the limitations of the study, but I would have liked to see more insights into this aspect.
Response 1: Agree. Accordingly, we have addressed this by adding a detailed discussion on the potential impact of the broad age range of participants on our findings and the rationale for our choice. This addition, on page 14, paragraph 3, is marked in red, and it emphasizes how the variability in developmental stages may affect the interpretation of the relationship between SLD and LBSS:
The broad age range of participants (23-44 years) was intentionally chosen to illustrate the long-term impact of Learning-Based Stress Symptoms (LBSS) beyond the immediate school years, extending into adult contexts, including academic and professional environments. While we recognize that this variability in age could influence our findings—particularly due to the distinct challenges associated with different life stages, such as the transitional experiences of emerging adulthood (ages 18-29) (Arnett, 2000)—we did not specifically test these effects across various developmental phases. Acknowledging this limitation is important, as it may affect the interpretation of our results and the generalizability of our conclusions regarding the relationship between SLD and LBSS.
Comment 2: While the study demonstrates that DM reduces LBSS, it does not thoroughly explain the underlying psychological mechanisms. More discussion on how mindfulness influences cognitive and emotional processing would improve the theoretical depth of the paper.
Response 2: Agree. Accordingly, we have addressed this by adding a detailed discussion on the relevant psychological mechanisms underlying mindfulness’ impact on cognitive and emotional processing to emphasize this point. This addition, on page 13, paragraph 2, is marked in red and incorporates the most widely accepted research perspectives on how mindfulness influences these processes:
Mindfulness mechanisms, as proposed by Hölzel et al. (2011), focus on attentional control, body awareness, emotion regulation (via reappraisal and exposure), and a shift in self-perspective, all of which are beneficial in emotional processing. Cebolla et al. (2018) further emphasize attentional control as a key component in maintaining present-moment awareness, which supports emotional regulation strategies by reducing mind-wandering—a benefit seen even in non-meditators (Lutz et al., 2008; Malinowski, 2013). For individuals with learning disabilities, these mechanisms can be particularly valuable in processing academic challenges. Attentional control, for instance, may prevent cognitive drifting, allowing individuals to frame academic difficulties as context-bound rather than defining traits, while emotion regulation and perspective shifts can facilitate a more constructive emotional response to learning challenges. This integration of mindfulness techniques could thus foster resilience, aiding in the emotional management of academic stressors.
Comment 3: The article could comment more on the participants' previous experience of mindfulness. For example, how often they have used the practice, how many years, how consistent it has been, etc. And if you have not analyzed it, you need an explanation of why you decided to do so.
Response 3: Thank you for highlighting this. We did not gather detailed information on the participants’ prior mindfulness meditation experience, such as the frequency, duration, or consistency of practice. This choice stemmed from our study's primary focus on dispositional mindfulness—a naturally occurring characteristic that may provide resilience against challenging experiences, such as those associated with specific learning disabilities (SLD). Thus, we broadly assessed whether participants engaged in regular meditation rather than quantifying practice specifics. However, our findings suggest a notable difference in stress levels between meditation practitioners and non-practitioners, indicating a potential link between reported mindfulness practice and reduced stress. Recognizing the potential impact of structured mindfulness, our follow-up study will directly examine how a mindfulness-based intervention (MBSR) affects Learning-Based Stress Symptoms (LBSS). This study will place greater emphasis on the effects of consistent meditation practice as part of MBSR on coping mechanisms, providing further insights into how structured mindfulness might enhance resilience and stress management in individuals with SLD.
Comment 4: The article contains a number of errors in the English language related to grammar, consistency of style, and some sentence structures, for example: „DM significantly predict LBSS levels“(p. 1) (correction: predicts). There are more errors. I am not an English language specialist, so I have not analyzed the errors in detail, but I have noticed them.
Response 4: Thank you for highlighting this. We have carefully reviewed the manuscript and corrected minor language issues, including grammar, style consistency, and sentence structure errors.; we have ensured that these adjustments improve the clarity and accuracy of the text.
Comment 5: So far, I don't see in the article whether ethical clearance has been granted for this research. I hope that there is one and that it will be provided in the article.
Response 5: We have provided the ethics committee approval documentation to the editor, confirming that the research complies with ethical standards. If any additional documentation or further approval is needed, we will be glad to supply all required information and approvals.
Author Response File: 
Author Response.pdf
Round 2
Reviewer 2 Report
Comments and Suggestions for AuthorsThank you for your replies and additions to the text. The article is available to print.
