ArticleDyslexia (Chichester, England)2023
Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health.
Article in Dyslexia (Chichester, England), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
19 citing papers in PubMed.
- Dyslexia, School-Connectedness, Depression, and Anxiety During the Transition From Primary to Secondary School.Dyslexia (Chichester, England) · 2026Article
- Towards disentangling the polygenic contribution of dyslexia to school performance.Translational psychiatry · 2026Article
- School belonging in the preschool period: school counsellors' views and documented institutional practices.BMC psychology · 2026Article
- Understanding the experience of adults with dyslexia: a quantitative and qualitative analysis.Annals of dyslexia · 2026Article
- The effect of reading problems on emotional and behavioral problems in children: the chain mediating role of parenting stress and parental anxiety/depressive symptoms.BMC psychiatry · 2026Article
- Article
- Neurodevelopmental and Psychosocial Outcomes in Adolescence of Children with Early Diagnoses of ADHD, Autism, Dyscalculia and Dyslexia.Research on child and adolescent psychopathology · 2025Article
- Experienced Protective Factors While Growing up With Reading Disability.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2025Article
- Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.American journal of speech-language pathology · 2025Article
- Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives.Dyslexia (Chichester, England) · 2025Article
- Investigating Reading Enjoyment in Adults With Dyslexia.Dyslexia (Chichester, England) · 2025Article
- What Language Should We Use When Talking About Children With Specific Learning Disorders? A Study Exploring the Preference of Australian Parents, Professionals and Adults Who Have a Specific Learning Disorder.Dyslexia (Chichester, England) · 2025Article
- The level and factors associated with caregiver experience among parents of children with cerebral palsy: a cross-sectional study in Southwest China.Frontiers in public health · 2025Article
- Anxiety in youth with and without specific learning disorders: exploring the relationships with inhibitory control, perfectionism, and self-conscious emotions.Frontiers in behavioral neuroscience · 2025Article
- Article
- Stress, resilience, and emotional well-being in children and adolescents with specific learning disabilities.Current opinion in behavioral sciences · 2024Article
- Assessing Self-Concept in Children (Aged 5-7) with Functional Dyslalia.Children (Basel, Switzerland) · 2023Article
- "I struggle at times to see her struggle": Mothers' perspectives on dyslexia-related school struggles and the inter-connected nature of mother and child well-being.Dyslexia (Chichester, England) · 2023Article
- Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health.Dyslexia (Chichester, England) · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9-14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having "worries" and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor "person-environment fit." Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia.
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Registered trials
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