Risk and protective factors for mental health among children with reading difficulties: A scoping review protocol

Approximately 7% of children struggle to learn to read despite adequate cognitive ability, motivation, and classroom instruction: A figure that equates to 2-4 children in every average-sized classroom (Claessen et al., 2020; Hulme and Snowling, 2013). In addition to their academic challenges, school-aged children with reading difficulties, compared to typically developing peers, are at elevated risk for mental health concerns; both externalising (e.g., hyperactivity, conduct problems) and internalising symptomology (e.g., somatic complaints, anxiety, depression) (Carroll et al., 2005; Dahle et al., 2011; Jordan and Dyer, 2017). Research investigating risk and protective factors for the mental health of children with reading difficulties is a small but burgeoning field. Research of this nature is important to: 1) elucidate evidence-based targets for tailored mental health interventions, and 2) help teachers, parents and health professionals identify children who are more, or less, likely to be at risk of mental health concerns (Boyes et al., 2016). The objective of our scoping review is to scope the extent and nature of literature investigating risk and protective factors for the mental health (externalising and internalising symptomology) of children with reading difficulties. We aim to identify gaps in the literature and use the results of our search to inform decisions about directions for future research.