One possible difficulty students with specific learning disabilities face is:

Students with specific learning disabilities often experience frustration stemming from inconsistent academic success. This inconsistency can be attributed to the very nature of their learning challenges, which may affect certain areas of academic performance, such as reading, writing, or mathematics, while they may excel in others. Such variability can lead to feelings of frustration when students succeed in some tasks but struggle significantly in others.

This frustration can further exacerbate their difficulties in school, affecting their motivation, engagement, and overall self-esteem. The discrepancy between their potential and actual performance can create a disheartening cycle, where past failures lead to future apprehensions about academic tasks. Consequently, addressing emotional and psychological responses to these learning difficulties is crucial in providing effective support and interventions for these students.

In contrast, the other options reflect scenarios that do not align with the experiences typically faced by students with specific learning disabilities. For instance, consistent success in learning or a high academic self-concept would suggest positive academic performance and self-perception, which are not characteristic of students with such disabilities. Mismatched age-level expectations may be an issue, but it does not directly reflect the emotional and psychological challenges presented by inconsistent academic success.