Supporting socioemotional wellbeing in young people with language and literacy difficulties: A protocol for a scoping review of interventions
Authors: Jackson Emily , Wilmot Adrienne , Campbell Zoe , Leitao Suze , Hill Elizabeth , Boyes Mark Edward 
Published: March 2024

Objective: The objective of this scoping review is to map the nature and range of interventions that aim to support socioemotional wellbeing among young people (age 5 – 24 years) experiencing language and literacy difficulties. Introduction: Children and adolescents with language and literacy difficulties are at elevated risk of mental health concerns compared to their peers. A body of research demonstrates the effectiveness of programs to support socioemotional wellbeing among typically developing young people. However, given the reliance on language-based skills to access ‘talking therapies’ (e.g., Cognitive Behavioural Therapy), it is likely that interventions suited to the general population may be inaccessible for young people with language and literacy difficulties. As such, this scoping review aims to map the range of evidence in relation to interventions that support socioemotional wellbeing in young people with language and literacy difficulties. The review aims to identify gaps in the literature and guide future research. Inclusion criteria: Studies will be included if they meet the following criteria: 1) The study includes participants aged five to 24 years with a diagnosed (or suspected diagnosis of) neurodevelopmental disorder impacting spoken and/or written language, and 2) the study reports on an intervention that targets (either directly or indirectly) the socioemotional wellbeing of those young people. Studies focusing on young people with acquired language or literacy difficulties will be excluded. This is because the nature of communication and/or socioemotional challenges among people with acquired conditions, and their subsequent needs for intervention, are likely to differ from those of young people experiencing language and literacy disorders that are developmental in nature. Methods: A scoping review following the JBI guidelines will be conducted in March 2024 using search terms in English. The following databases will be searched: MEDLINE (Ovid), PsychInfo, CINAHL, Scopus, and ProQuest Central. Peer reviewed journal articles (primary studies) and dissertations/theses will be included. Using the Covidence platform, all references will be imported for review. Two independent reviewers will screen the identified studies in accordance with the eligibility criteria in two stages: 1) title and abstract screening, and 2) full text review. Any discrepancies in agreement will be resolved through discussion between the two reviewers, with a third reviewer to aid decision-making as needed. Data will be extracted from the included articles by two independent reviewers. Results &amp; Conclusions: The findings will be presented as a narrative summary. The scoping review findings will provide readers with an overview of studies that have explored interventions for socioemotional wellbeing among young people with language and literacy difficulties. Gaps in the existing evidence base will be identified and findings will guide future research. The scoping review findings will be disseminated via peer-reviewed journal publication, plain language summaries, and presentation at conferences relevant to neurodevelopmental disorders and/or mental health in young people.