A difficulty may be misdiagnosed, recognised late or left unexamined. A correct diagnosis may also explain only part of the picture. These are different problems; none justifies leaving the remaining needs unattended.
A satisfactory result can conceal substantial effort or assistance; a poor result can be mistaken for unwillingness. Misreading either can lead to unsuitable tasks, inadequate help or greater pressure. Asking still more of an already exhausted child can prolong overexertion. Repeated failure, rejection or humiliation can erode confidence and trust. The child may withdraw or avoid these situations, which can then be treated as unwillingness. The consequences of this continuing strain can be serious, even devastating.
Anxiety disorders and obsessive-compulsive disorder (OCD) can also coexist and need assessment in their own right. They must not automatically be treated as consequences of another difficulty.
Dismissing documented concerns without reasons, relying on outdated knowledge or continuing an unsuitable programme without reviewing its effects are professional failures that need to be challenged and corrected. Status and reputation cannot replace a substantive answer.