This research included male adolescents living on the U.S./Mexico border and the possible effects of a LD and racial and ethnic identification on support seeking behaviour within a bioecological framework. A sample of 34 male Caucasian, Hispanic and Latino students with and without a LD were recruited from two school sites in separate states in the southwest United States. Participants completed a social support questionnaire, selecting support options for managing various life stressors common to adolescents. Research yielded contradicting results from previous explorations of Hispanic and Latino social support behaviours. A one-way ANOVA found no significant differences between the four groups. Independent t-tests clustered students based on racial and ethnic identification with no significant differences. Significant differences were found between LD and non-LD groups in their choice of teachers, with students with a LD being significantly less likely to select teachers for support. In contrast to past research, Caucasian participants were more than twice as likely to select nobody for social support, and less likely to select their parent/guardian, peer/friend, sibling, or teacher for support. Future research should focus on students who are of community and school minority in various contexts across time to gain a more holistic understanding of social support seeking behaviour. / Graduate