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Self-esteem issues for dyslexic students in higher education

David Pollak

De Montfort University, Leicester dpollak@DMU.AC.UK

Abstract

Based on systematic analysis of qualitative data generated at four contrasting British Universities, this paper explores a range of ways in which dyslexia interacts with students' self-esteem both academically and socially. It begins by examining students' routes to HE, including the admissions process. The socio-emotional aspects of University life for dyslexic students are then explored. In academic terms these include not only the frustration resulting from teaching approaches that are not 'dyslexia friendly', but also the sense of achievement as successful strategies are developed. In social terms, self-esteem issues faced by students include embarrassment resulting from memory and oral language problems, the question of 'coming out' as dyslexic, and the pros and cons of student support groups. A theme running through these self-esteem issues is the definition of dyslexic students as 'different'. For some this difference is a matter of pride; for others the label 'dyslexic' represents a deficiency. This paper concludes by reviewing ways in which lecturers and learning support departments by acknowledging that range of views can, can maintain and enhance the self-esteem of their students.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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