Literacy, Dyslexia and Pupil Wellbeing

We present an exploration of the inter-relationship between literacy difficulties, particularly dyslexia, and pupil wellbeing, drawing on data from a small-scale, mixed-methods study conducted in a primary school in the South West of England. Employing child-centred methodologies, including the Mosaic approach and semi-structured interviews, the study captures the perspectives of pupils and educators on the impact of literacy challenges on emotional wellbeing and academic self-concept. Findings highlight the importance of early, inclusive, and empowering support strategies—such as Universal Design for Learning (UDL)—in mitigating stress and promoting engagement. Children’s voices illuminate how emotional states, classroom environments, and access to supportive adults influence their learning. This Ignite session interrogates the extent to which current policy and practice align, questioning the adequacy of resource provision to meet inclusion ambitions. The talk concludes by considering implications for teacher practice and future research, with a particular focus on systemic barriers and opportunities for responsive, evidence-informed intervention.

This event is free for members. A zoom link is in the members’ area and will be sent nearer the time. Non-members, to access the event and sign up for one year membership visit ASPE’s Eventbrite page