TDNet Discover

The purpose of this study was to examine the emotional and psychological impact of dyslexia, with a focus on how early academic trauma and comorbid conditions such as depression and anxiety’s influence affect emotional development into adolescence and adulthood. For the utility of this study, the emotional and psychological impact of dyslexia was generally defined as the range of emotional challenges, including anxiety, depression, social-withdrawal, and difficulties in self-regulation, that arise as a result of living with dyslexia and its associated academic and social experiences. The theory guiding this study was Vygotsky’s sociocultural theory as it frames emotional and academic development as inseparable processes shaped by social interactions, cultural tools, and scaffolding that can enhance resilience against repeated academic setbacks. The research question asked, How do early academic experiences influence the emotional and psychological outcomes of individuals with dyslexia? The study employed a phenomenological approach to understand and describe the meaning of lived experiences from the perspective of those who have dyslexia. The secondary dataset provided a rich basis for examining the diverse experiences of adults with dyslexia. The setting, being online and open to adults with dyslexia, ensured accessibility for a broad participant group and enabled collection of authentic narratives.