At The Churchill School & Center, we believe that knowledge is power—and for families navigating learning differences, the right information can unlock meaningful support and opportunity. One of the most important insights we share with families is this: learning challenges rarely exist in isolation. If your child has been diagnosed with a language-based learning disability (LBLD), such as dyslexia, or shows signs of reading and writing difficulties, it’s not uncommon for them to also experience challenges with attention or executive functioning. In fact, research shows these difficulties often go hand-in-hand. So what does that mean for your child—and how can early recognition make all the difference?
The Overlap Is Real and Common
Studies consistently show a strong connection between language-based learning disabilities and ADHD or executive functioning weaknesses. For example:
- 30–50% of individuals with ADHD also have dyslexia or another LBLD.
- 25–40% of children with dyslexia meet criteria for ADHD.
- 60–70% of students with reading disabilities demonstrate executive functioning challenges such as difficulty with organization, planning, or working memory.
- Children with ADHD are 2–3 times more likely than their peers to have a language impairment.
- More than 50% of children with ADHD also struggle with language development or processing.
At Churchill, these numbers don’t surprise us. We see them reflected in the real experiences of the bright, capable students we serve every day. And, we know from experience that understanding the full picture—rather than focusing on a single diagnosis—leads to better support and better outcomes.
What It Looks Like in Real Life
For many children, the signs of overlapping challenges appear early on. A child may be slow to develop language, struggle to follow directions, or become easily overwhelmed by multi-step tasks. In the classroom, they may appear distracted or disorganized, not because they’re not trying, but because their brain is working overtime to process information, keep track of instructions, and stay focused. These behaviors are often misinterpreted as laziness or lack of effort, which can chip away at a child’s confidence. But when we recognize the underlying challenges—especially when they span both language and attention, we can intervene with intention and care.
Why Early Understanding Matters
At Churchill, we know that early intervention is a powerful tool. By identifying co-occurring difficulties early—before they become barriers to learning or self-esteem—we’re able to put in place the specialized supports and strategies each child needs to thrive. Our educators, speech-language pathologists, and learning specialists are trained to recognize the signs of both language and executive functioning challenges. We believe in meeting students where they are, designing learning environments that are responsive, respectful, and rigorously tailored to their needs. We also work closely with families, because you are the first and most important experts on your child. Together, we can decode complex learning profiles and chart a path that supports your child’s full potential.
What You Can Do as a Parent
If you suspect your child may be struggling with more than one type of learning difference, here are a few next steps:
- Observe patterns at home and in school—Does your child forget instructions quickly? Do they struggle with transitions? Is language a consistent challenge?
- Seek a comprehensive evaluation from a qualified neuropsychologist or learning specialist. A full picture of your child’s strengths and needs is essential to finding the right support.
- Ask questions. Don’t be afraid to advocate for your child or request help from educators, pediatricians, or school specialists.
- Connect with schools like Churchill that understand the complexity of learning.
You’re Not Alone
Learning differences are complex, but so are our children—and that’s something to celebrate! At Churchill, we see the spark of potential that lives within every learner. We understand the nuance of overlapping diagnoses, and we’re here to guide families toward clarity, confidence, and community. Your child doesn’t need to “fit the mold” to succeed. With the right support, they can break the mold entirely.
