Barriers to diagnosing and treating panic disorder in students with intellectual disabilities
Perspectives from psychologists in Saudi schools
Bibliographic Data
| ID | 22166367 |
|---|---|
| Authors | Ibraheem M Alsawalem (University of Ha'il), Abdulmalik Alkhunini (0000-0002-7831-2229, Imam Mohammad ibn Saud Islamic University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-05-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1812514 |
| OpenAlex | W7160520524 |
| Language | EN |
| References cited | 42 |
Background Those with Intellectual Disability (ID) often face challenges in accessing mental healthcare for panic disorder for a variety of reasons, including diagnostic overshadowing, limited communication abilities, and insufficient specialized training among School Psychologists. This necessitates exploring psychologists' perspectives to bridge the treatment gap. Aims This study aims to explore the barriers to school-based identification and support for panic disorder among students with ID, from the perspectives of school psychologists. The goal is to provide insights that inform improvements in educational mental health practices and policy development within the school setting. Methods and procedure The authors conducted semi-structured interviews with 10 licensed psychologists working in public high schools that offer special education programming for students with ID. The data obtained were then examined using Braun and Clarke's (2006) six-phase thematic analysis using NVivo12. The analysis was guided by Bronfenbrenner's Ecological Systems Theory (1979) conceptualization of stigma to frame psychosocial barriers. Results and outcomes Thematic analysis revealed five main themes categorized into two overarching levels: Student-Level and Diagnostic Barriers (Micro-System) and Systemic and Institutional Barriers (Exo and Macro-Systems). Findings highlight a critical “communication gap” where traditional diagnostic protocols fail to capture atypical somatic cues and “behavioral proxies” of panic in students with ID. Additionally, a significant “implementation lag” was identified between the strategic aspirations of Saudi Vision 2030 and school-level realities, exacerbated by fragmented referral pathways, cultural stigma, and the absence of standardized, visually-oriented clinical tools. Conclusions and implications The study concludes that a national mandate for inclusion is insufficient without localized, visually adapted protocols and formalized interdisciplinary communication. By applying Ecological Systems Theory, the findings demonstrate that sustainable improvement in mental healthcare for students with ID requires synchronized interventions across the micro, meso, and macro-levels. This research provides a roadmap for policymakers to bridge the gap between policy and practice, ensuring a more equitable and culturally responsive mental health system in Saudi Arabia
Anxiety · Conceptualization · Mental health · Panic disorder · Psychosocial · Referral · Thematic analysis · Behavioral and Psychological Studies · Down syndrome and intellectual disability research · Education Discipline and Inequality
Anxiety in students with intellectual disabilities
Unraveling the stigma
Enhancing panic disorder treatment with mobile-aided case management
Health Literacy of People with Intellectual Disabilities
Health Literacy and People with Intellectual Disabilities
Barriers and Facilitators to Mental Health Help-Seeking among Young Adults in Saudi Arabia
Using thematic analysis in psychology
How Many Interviews Are Enough
Now I see it, now I don't
| Citation velocity | historical |
|---|---|
| Highly cited | No |