Dyslexia and Wobbly wellbeing
Exploring connections between dyslexia, literacy challenges and wellbeing-a scoping study.
ASPE are proud to have supported this project with Funding. We thank Dr Helen Ross, Dr Elizabeth Malone, Dr Peter Wood for sharing their findings. Below is a summary of the project findings.
“Dyslexia and Wobbly Wellbeing: A Scoping Study” explores the relationship between literacy challenges faced by young primary school students, particularly those with dyslexia, and their overall wellbeing. Conducted in a Primary School in the Southwest of England, this research explores young people’s self-perception, experiences of literacy and school policies that impact their wellbeing.
The study reveals that literacy-related anxiety, particularly around spelling, is a significant source of stress for young learners at Burson Grove Primary School. Learners in this study struggled with feelings of inadequacy, which negatively affects their self-concept and emotional wellbeing. Writing was also identified as a source of anxiety, with poor performance often linked to a negative outlook. Furthermore, the research underscores the importance of adaptive teaching approaches and flexible learning spaces, such as outdoor areas, in fostering a positive educational environment. Students valued opportunities to learn in spaces outside traditional classrooms, which helped alleviate stress and build confidence. This was supported by the use of tools like affirmation and regulation stations within classrooms.
Despite the challenges of identifying dyslexia early due to limited resources, the study highlights the importance of early intervention and adaptive teaching, which were found to boost both academic performance and emotional wellbeing. The project’s findings suggest that a holistic approach to literacy difficulties and wellbeing is essential in supporting students’ long-term academic and personal development. The project also highlights the importance of further work, in a wider range of settings to gain deeper insight into connections between young people’s experience of literacy in school, whether they have literacy-specific challenges or otherwise, and the links between these experiences and students’ wellbeing more broadly.
To find out more about the researchers behind the study or to access the full report, click on the button below to become a member.
