Tehran University of Medical Sciences Journal of Modern Rehabilitation 2538-385X 0 - 2025 11 11 1426 1426 Aynaz Holakouee Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran. Alireza Aghaz MSc in Speech Therapy, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, Iran Roya Mokhtari Fard Psychology of Exceptional Children, School of Educational Sciences, Islamic Azad University of Isfahan (Khorasgan), Isfahan, Iran. 2025 09 16 2025 11 01 Background: Learning disabilities (LDs) are among the most common developmental and educational challenges faced by school-age children worldwide. This systematic review and meta-analysis aimed to provide a pooled estimate of the prevalence of all types of learning disabilities in elementary school students in Iran. Material and Methods: A comprehensive systematic search was performed in the international and national databases, including PubMed, Scopus, Web of Science, Google Scholar, Magiran, and SID, from 1990 to March 18, 2025. The quality of articles was evaluated by the Joanna Briggs Institute (JBI). All analyses in this study were performed using Comprehensive Meta-Analysis (CMA) software, version 3.0. Results: A total of 32 studies, comprising 81363 students, were included. The pooled prevalence of LDs among elementary school children in Iran was 5.6% (boys 6.4% and girls 5%). The prevalence of LDs in first-, second-, third-, fourth-, fifth-, and sixth-grade students was 9.5%, 6.9%, 6.2%, 5.2%, 4.5%, and 3.1%, respectively. The pooled prevalence of dyslexia, dyscalculia, and dysgraphia was 5.4%, 4.3%, and 3.4%, respectively. Conclusions: This systematic review and meta-analysis reveal that at least one in 20 Iranian students has a learning disability, and this rate rises to one in ten in early grades. https://jmr.tums.ac.ir/index.php/jmr/article/view/1426