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Intellectual disability nursing
Growing up with mild intellectual disability: how to overcome the odds
  1. Angela Hassiotis1,
  2. Sonya Rudra2
  1. 1UCL Division of Psyhciatry, UCL, London, UK
  2. 2South West London and Saint George's Mental Health NHS Trust, London, UK
  1. Correspondence to Professor Angela Hassiotis, UCL, London, UK; a.hassiotis{at}ucl.ac.uk

https://doi.org/10.1136/ebnurs-2023-103896

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    Commentary on: Landgren V, Hedman E, Lindblad I, et al. Adult psychiatric and psychosocial outcomes of children with mild intellectual disability: a register follow-up of a population-based cohort. J Intellect Disabil Res. 2024 Jan;68(1):34–44. doi: 10.1111/jir.13087. Epub 2023 Sep 12.

    Implications for practice and research

    • Intellectual disability (ID) is a direct and indirect mediator of adult mental health and social outcomes; thus, research into interventions is needed to improve psychiatric and psychosocial outcomes

    • Education and clinical services should consider the early provision of programmes to support vulnerable children and their families to reduce multimorbidity and improve mental health.

    Context

    There are approximately 351 000 children aged 0–17 years with an intellectual disability (ID) in the UK.1 The majority of those children attend mainstream schools. While inclusive education can support children to improve their learning and social skills, there are significant problems with the provision …

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    Footnotes

    • Twitter @LIKAHASSIOTIS

    • Competing interests None declared.

    • Provenance and peer review Commissioned; internally peer reviewed.