Child in wheelchair reaching for diploma, representing overcoming educational barriers.

School Struggles: Why Are Kids With Motor Disabilities Falling Behind?

Lena Kashyap in Mind & Education August 2025 • 4 min read.

"Uncover the Hidden Barriers Preventing Children with Motor Disabilities from Thriving in Education."

It's a common assumption that children with motor disabilities, who possess typical intellectual capabilities, should thrive in mainstream education. However, the reality paints a different picture. Pediatricians and educators are observing a significant disparity in the academic experiences of these children, raising critical questions about the hidden barriers they face.

A recent Argentinian study delved into this issue, seeking to understand why children with motor disabilities are experiencing school dysfunction despite their cognitive abilities. The study aimed to identify the prevalence of school dysfunction in this population and explore the demographic, social, medical, and school-related variables that contribute to these challenges.

By examining these factors, the researchers hoped to shed light on the complex interplay of issues affecting the educational paths of children with motor disabilities. This research is crucial for developing targeted interventions and support systems to ensure these students can reach their full potential.

Key Factors Contributing to School Dysfunction

Child in wheelchair reaching for diploma, representing overcoming educational barriers.

The study, which involved 288 patients with motor disabilities aged 5 to 19, revealed that a concerning 25% experienced school dysfunction. This dysfunction was defined as absence from mandatory schooling, reliance on home schooling or prolonged absences, or attendance at a special school. Further analysis identified several key risk factors significantly associated with these educational challenges:

The Argentinian study pinpointed several factors that significantly increased the risk of school dysfunction in children with motor disabilities:

History of Surgery: Children with a history of surgical procedures were more than 10 times likely to experience school dysfunction (OR=10.8).
Lower Maternal Education: Children whose mothers had lower levels of education (primary school incomplete) faced over four times higher risk (OR=4.20).
Chronic Pain: The presence of chronic pain was associated with a 3.6 times greater likelihood of school dysfunction (OR=3.62).
Wheelchair Use: Reliance on a wheelchair increased the risk threefold (OR=3.01).
Only Child: Interestingly, being an only child appeared to have a protective effect, reducing the risk of school dysfunction (OR=0.09).

These findings underscore the complex interplay of medical, social, and familial factors that can impact a child's educational journey. While the study highlights significant risk factors, it also points to potential areas for intervention and support.

Empowering Students with Motor Disabilities: A Call to Action

This research highlights the urgent need for a multi-faceted approach to supporting children with motor disabilities in their education. Understanding and addressing the identified risk factors is crucial for creating inclusive and effective learning environments.

Schools, healthcare providers, and families must work together to ensure these students receive the necessary resources and accommodations. This includes proactive pain management, early intervention programs, accessible school facilities, and family support services. Addressing maternal education levels may also be relevant in some contexts, providing resources and support to parents.

By prioritizing the unique needs of children with motor disabilities, we can pave the way for their academic success and empower them to reach their full potential. Further research is needed to explore the specific interventions that are most effective in mitigating these risk factors and promoting positive educational outcomes.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

Everything You Need To Know

What does 'school dysfunction' mean in the context of the Argentinian study?

School dysfunction, as defined in the Argentinian study, encompasses several indicators of educational hardship for children with motor disabilities. These include absence from mandatory schooling, enrollment in home schooling or experiencing prolonged absences, or attending a special school. The study's findings reveal a significant 25% prevalence of school dysfunction among the study's population, indicating a substantial portion of children with motor disabilities face challenges that hinder their ability to fully participate in mainstream education.

What were the key risk factors associated with school dysfunction in the Argentinian study?

Several key risk factors were identified by the Argentinian study as significantly increasing the likelihood of school dysfunction in children with motor disabilities. The most impactful factor was a history of surgery, which increased the risk more than tenfold. Lower maternal education levels, the presence of chronic pain, and wheelchair use were also associated with significantly higher risks. Conversely, being an only child appeared to have a protective effect, reducing the risk. These factors highlight the complex interplay of medical, social, and familial influences on a child's educational path.

Why is a history of surgery considered a significant risk factor for school dysfunction?

The significance of a history of surgery as a major risk factor for school dysfunction suggests that the physical recovery and rehabilitation process following surgical procedures can create challenges. The need for ongoing medical care, mobility limitations, and potential pain or discomfort may lead to absences from school, difficulties in engaging with classroom activities, and ultimately, academic struggles. This finding highlights the importance of providing comprehensive support, including adapted educational resources and healthcare coordination, to help students overcome these challenges and succeed.

How could maternal education level affect the educational outcomes of children with motor disabilities, according to the study?

The Argentinian study found that lower maternal education levels were associated with a greater risk of school dysfunction in children with motor disabilities. This may reflect that mothers with lower levels of education might have less access to information, resources, or support systems to advocate for their child's educational needs effectively. It could also reflect socioeconomic factors that can impact a child's access to quality education and support services. Addressing this factor could involve providing educational resources and support to parents, to help them better assist their children.

What is the overall implication of these findings for supporting children with motor disabilities?

The findings underscore the importance of addressing the multifaceted needs of children with motor disabilities. The study highlights the importance of a comprehensive, multi-faceted approach. Understanding and addressing the risk factors such as surgical history, maternal education levels, chronic pain, and wheelchair use, is essential for creating inclusive and effective learning environments. These could include the development of targeted interventions, providing adapted educational resources, healthcare coordination, and offering support to families. This is necessary to help these students thrive and reach their full potential.