Intellectual and developmental differences are not always apparent at first glance. As such, individuals with learning needs are sometimes misattributed as products of poor parenting rather than being the result of underlying challenges, says Wendy Choh. Besides being misunderstood, they are often more vulnerable to bullying as well, adds the educational psychologist at special education and training centre MIJ Hub.
In her practice, she conducts assessments to identify learning, behavioural, and emotional needs, including conditions affecting motivation, social behaviour, and development. She then recommends targeted interventions and refers individuals to suitable schools or therapists for further support.
While early diagnosis and timely intervention are vital for neurodivergent children, parental acceptance is equally essential.
“Individuals with learning differences generally progress better when there is family acceptance. Some are only diagnosed as teens, by which time they may have developed low self-esteem, social anxiety, or inappropriate social coping skills.”
Wendy Choh on the importance of taking advantage of formative learning windows
Early consultation with an educational psychologist can help identify subtle sensory sensitivities that may otherwise go unnoticed. Some signs of this include children choosing to sit away from windows to reduce background noise, or positioning themselves at the front of the classroom to improve focus and attention.
Additionally, discomfort with uniform textures, high-pitched voices, or the constant hum of air-conditioning. Taken together, these sensitivities can result in sensory overload, leaving the child overwhelmed and mentally shut down.
Environment shapes learning more than emotion or intellect, according to Choh. While emotion and intellect influence performance and pace, positive experiences motivate them to repeat desired behaviours, which leads to achievement. The focus is therefore on creating positive experiences through the environment, she adds.
This approach is grounded in the ABC Model, a psychological and behavioural framework for understanding and modifying behaviour by breaking it into three components: trigger (Antecedent), action (Behaviour), and result (Consequence).
But negative emotions such as shame can adversely affect the model. Within the ABC framework, these emotions are better understood as consequences that may reinforce existing behavioral patterns rather than effectively promoting adaptive change, Choh underscores.
Apart from being a psychologist, she is also the founder and director of Big O Group. The company previously operated the Big O Cafe chain but has since evolved into Big O Gourmet Catering, a multi-faceted business offering customised corporate catering, cafe management, and food wagon pop-ups.
Furthermore, she volunteers as a national classifier for athletes with intellectual impairments. For her efforts, she earned a Community Impact (Volunteering) award at the 2019 Singapore Disability Sports Awards.
In an era where academic pressure is fuelling rising rates of depression and anxiety among children and young adults—compounded by the fact that emotional skills such as self-worth and resisting social comparison are often overlooked—Choh advises parents to prioritise building their children’s emotional resilience.
However, it is important not to confuse this with emotional suppression. True resilience, she notes, is shaped by metacognition, planning, and organisation.
If Choh could redesign the education system, she would shift its focus to teaching real-world problem-solving skills, social awareness, and empathy. “Rather than raising a generation of cookie-cutter students who are only exam-smart, we should encourage life skills such as street smarts, critical thinking, and creativity.”
Photography Mun Kong
Art direction Ed Harland
Hair Karol Soh using Revlon
Makeup Zhou Aiyi using Cle de Peau Beaute
Photography assistant Hizuan Zailani
