The comorbidity of dyscalculia and dyslexia represents a significant challenge in education, affecting a considerable number of school-aged children globally. This Mini Review synthesizes literature from the last decade (2015–2024) to provide an updated perspective on the prevalence, etiology, and educational implications of these co-occurring learning differences. Despite recent advancements in screening, diagnostic, and intervention tools, significant gaps remain in addressing the unique needs of children facing both dyscalculia and dyslexia. This review highlights the limitations of current research, particularly the scarcity of studies focused on culturally and linguistically diverse (CALD) populations and socio-economic disparities and explores the urgent need for more comprehensive, integrated approaches. Future directions include leveraging technological innovations, fostering interdisciplinary collaborations, and adopting neurodiversity-based educational models to support affected learners effectively. Addressing these gaps can foster an inclusive learning environment and improve outcomes for children navigating the complexities of both dyscalculia and dyslexia.

Background/Objectives: Developmental dysgraphia, a graphomotor difficulty affecting handwriting, significantly impacts children’s academic performance, emotional well-being, and overall development. Over the past two decades, intervention strategies have transitioned from traditional task-oriented motor training to more innovative, technology-driven, and holistic approaches. This paper aims to synthesise key developments in dysgraphia interventions, categorising them into distinct thematic areas and evaluating their effectiveness in improving handwriting outcomes. Methods: A review of 12 key studies was conducted, classifying interventions into four primary categories: (1) task-oriented and sensorimotor-based interventions; (2) technology-assisted solutions; (3) self-regulated and individualised approaches; and (4) integrated methodologies. Each study was analysed based on its methodology, intervention design, target population, and reported outcomes to assess the effectiveness and feasibility of different approaches. Results: The findings indicate significant advancements in handwriting interventions, with technology-assisted and integrated approaches demonstrating promising results in engagement, accessibility, and skill development. However, challenges remain in terms of scalability, cultural adaptability, and long-term sustainability. While self-regulated and individualised approaches offer tailored support, their effectiveness depends on factors such as learner motivation and instructional design. Conclusions: Despite progress in intervention strategies for developmental dysgraphia, further research is needed to optimise hybrid models that combine the strengths of multiple approaches. A more inclusive and adaptable framework is required to ensure equitable access to effective handwriting interventions. This study highlights the need for continued collaboration among researchers, educators, and policymakers to advance evidence-based interventions, fostering equitable learning opportunities for all children with dysgraphia.

Background/Objectives: Communication disorders in childhood, including expressive, receptive, pragmatic, and fluency impairments, have been consistently linked to mental health challenges such as anxiety, depression, and behavioural difficulties. However, existing research remains fragmented across diagnostic categories and developmental stages. This scoping review aimed to synthesise empirical evidence on the relationship between communication disorders and mental health outcomes in children and adolescents and to identify key patterns and implications for practice and policy. Methods: Following the PRISMA Extension for Scoping Reviews (PRISMA-ScR) and Arksey and O’Malley’s framework, this review included empirical studies published in English between 2000 and 2024. Five databases were searched, and ten studies met the inclusion criteria. Data were charted and thematically analysed to explore associations across communication profiles and emotional–behavioural outcomes. Results: Four interconnected themes were identified: (1) emotional and behavioural manifestations of communication disorders; (2) social burden linked to pragmatic and expressive difficulties; (3) family and environmental stressors exacerbating child-level challenges; and (4) a lack of integrated care models addressing both communication and mental health needs. The findings highlight that communication disorders frequently co-occur with emotional difficulties, often embedded within broader social and systemic contexts. Conclusions: This review underscores the need for developmentally informed, culturally responsive, and interdisciplinary service models that address both communication and mental health in children. Early identification, family-centred care, and policy reforms are critical to reducing inequities and improving outcomes for this underserved population.

Purpose: Language assessment of bilingual/bidialectal children can be complex. This is particularly true for speakers from China, who are likely to be bilingual and bidialectal at the same time. There has been, however, a lack of understanding of the diversity of Chinese languages as well as data on bidialectal children’s L1 syntactic development and the development of L1 bidialectal children’s L2 acquisition. Method: This paper provides information on the complexity of the language system for people from China. It will present illustrative examples of the expressive language outputs of bilingual and bidialectal children from the perspective of bilingual, bidialectal linguists and speech-language pathologists. Then it will outline why appropriate assessment tools and practices for identification of language impairment in bilingual Chinese children need to be developed. Result: Considerations include that Chinese bilingual children may differ in L2 performance because of lack of exposure in the target language or because of their varied L1 dialectal backgrounds, but not necessarily because of language impairment. Conclusion: When evaluating morphosyntactic performance of bilingual children, a series of reliable threshold indicators for possible language impairment is urgently needed for SLPs to facilitate accurate diagnosis of language impairment.

The study investigates the interplay among second language (L2) learners’ willingness to communicate (WTC), L2 self-confidence (L2SC), and academic self-concept (ASC) within a cohort of Vietnamese university students studying in the United Kingdom. Employing an explanatory sequential mixed-methods design, self-reported quantitative data were collected via validated survey instruments (n = 32 students), followed by semi-structured interviews with a purposive subsample (n = 5 students) to contextualise the findings. Results revealed that participants exhibited moderate levels of WTC and L2 self-confidence, alongside emerging academic self-concept. Significant positive correlations were observed between WTC and L2 self-confidence and between L2 self-confidence and academic self-concept; a weak, non-significant association was found between WTC and academic self-concept. Qualitative data corroborated these patterns, highlighting how learners’ communicative confidence was shaped by supportive environments and evolving self-perceptions. While self-comparisons and cultural expectations occasionally influenced students’ academic self-concept, most participants reported resilience and a commitment to communication development. The study contributes to the literature by integrating psychological and contextual variables influencing WTC, offering pedagogical implications for enhancing communicative competence among international English as a second language learners.