It seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with learning disabilities that are inconsistent with their academic potential (as evidenced by test scores and learning behaviors). It has been said that there is a strong connection between children with a learning disability and their educational performance.Many studies have been done to assess the correlation between learning disability and self-esteem. These studies have shown that an individuals self-esteem is indeed affected by their own awareness of their learning disability. Students with a positive perception of their academic abilities generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. However, studies have also shown that several other factors can influence self-esteem. Skills in non-academic areas, such as athletics and arts, improve self-esteem. Also, a positive perception of ones physical appearance has also been shown to have positive effects of self-esteem. Another important finding is that students with learning disabilities are able to distinguish between academic skill and intellectual capacity. This demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem.Research involving individuals with learning disabilities who exhibit challenging behaviors who are subsequently treated with antipsychotic medications provides little evidence that any benefits outweigh the risk.
Culture
There are three patterns that are well known in regards to mainstream students and minority labels in the United States:

"A higher percentage of minority children than of white children are assigned to special education";
"within special education, white children are assigned to less restrictive programs than are their minority counterparts";
"the data — driven by inconsistent methods of diagnosis, treatment, and funding — make the overall system difficult to describe or change".In the present day, it has been reported that white districts have more children from minority backgrounds enrolled in special education than they do majority students. "It was also suggested that districts with a higher percentage of minority faculty had fewer minority students placed in special education suggesting that minority students are treated differently in predominantly white districts than in predominantly minority districts".Educators have only recently started to look into the effects of culture on learning disabilities. If a teacher ignores a students culturally diverse background, the student will suffer in the class. "The cultural repertoires of students from cultural learning disorder backgrounds have an impact on their learning, school progress, and behavior in the classroom". These students may then act out and not excel in the classroom and will, therefore, be misdiagnosed: "Overall, the data indicates that there is a persistent concern regarding the misdiagnosis and inappropriate placement of students from diverse backgrounds in special education classes since the 1975". Social roots of learning disabilities in the U.S.
Learning disabilities have a disproportionate identification of racial and ethnic minorities and students who have low socioeconomic status (SES).