Background. Developmental Coordination Disorder (DCD) is a condition impacting
physical coordination and organisation of movement. Poor central executive skills
(planning, organising and prioritising) are also evident. The rate of anxiety and
depression amongst pupils, young adults and adults experiencing DCD is greater than
would be expected. /
Aims.
1. To evaluate the evidence for social, emotional and educational difficulties
associated with DCD during the school years.
2. To relate pupil experiences during key stages 4 and 5 with their wellbeing as
young adults and with academic attainments.
Literature review.
Twenty three research papers were identified which addressed (i) the evidence which
associates the physical manifestations of DCD with additional social, emotional,
educational and cognitive difficulties, (ii) the theoretical perspectives put forward to
account for these associated difficulties and (iii) interventions reported with consideration
of their impact and useability. /
Sample.
The study participants were 26 young adults (aged 20 to 36) previously identified through
the author’s private practice as experiencing possible dyspraxia together with their
parents. /
Methods. The study addressed two key questions and employed a mixed method exploratory design
combining cross-sectional and predictive information (due to the availability of historical
data) The participants completed online questionnaires. The young adult questionnaire
covered school experiences, educational attainment, their current situation and reflections
on their school experience. The parent questionnaire covered similar topics. /
Results.
A strong link was found between the young adults’ current wellbeing and their
perceptions of the level of recognition and understanding of DCD shown by their teachers
in school. Academic achievement was positively correlated with verbal ability;
qualitative data indicates the benefit of parental support. /
Conclusions.
The identification of DCD amongst the school aged population is essential if later
negative consequences are to be avoided. Teachers need input which will enable them to
1) recognise behaviours indicative of DCD and 2) provide a supportive learning and
social environment. The evidence suggests that this would enable such pupils to thrive
emotionally, achieve academically and minimise later mental health issues
