Material and Method: One hundred adolescent patients with learning disorders between 10 and 19 years of age were included in this study. The data were collected by using four questionnaires and analyzed using descriptive statistics, Pearson’s product moment correlation coefficient, and stepwise regression technique.

Results: The sample was composed of 77 males (77%) and 23 females (23%) with a mean age of 13.25 (SD = 2.49). Most of the samples (42%) were in secondary elementary school. The subtype found most was specific spelling disorder (76%), and the comorbidity found most was Attention-Deficit/Hyperactivity Disorder (ADHD) (81%). The self-esteem predicted 23% of the variation in risk of depression. The power of prediction was increased to 27% and 32% respectively when gender and family functioning was added respectively. However, the comorbidity could not predict risk of depression.

Conclusion: Development of an intervention program to reduce the risk of depression in adolescents with learning disorders is recommended. This program should be aimed to increase self-esteem, focus on the concern with gender differences, and strengthen family functioning.

Keywords: Learning disorders, Self-esteem, Gender, Family functioning, Risk of depression