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Psychology students receive little content related to supporting mental health among children with language difficulties (language difficulties), which contributes to low confidence to support this population. Postgraduate psychology students (n = 96) received an education intervention (one lecture and one tutorial) on links between language and mental health difficulties and implications for practice. Knowledge, experience, and confidence were explored via pre- and post-surveys and follow-up interviews. Over 40% of students reported low levels of knowledge, education, and confidence to support people with language difficulties. Confidence significantly increased following the education intervention (p <.001). Interview data provide preliminary evidence of the effectiveness of the education intervention in enhancing awareness of links between language difficulties and mental health and the value of collaboration between psychology and speech-language pathology (SLP). These findings support the involvement of SLPs in psychology training; however, both disciplines must continue to advocate for ongoing collaborative learning opportunities to promote positive outcomes for children with language difficulties. [ABSTRACT FROM AUTHOR]

Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio‐emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self‐esteem and mental health in the context of dyslexia. One‐to‐one semi‐structured interviews with 17 children with reading difficulties (aged 9–14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having "worries" and experiencing school‐related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor "person‐environment fit." Our analysis highlights the particular importance of parent support, friendship, and school‐connectedness for the wellbeing of children with dyslexia. [ABSTRACT FROM AUTHOR]