Distinct gender differences in coping styles are also observed among dyslexic students, with females opting for more emotional coping (for example a tendency to experience frustration lack of confidence self-doubt sensitivity to criticism self-blame, and aggressiveness) and avoidance-based coping (for example, avoiding tasks which highlight their difficulties opting for simpler spellings) (Alexander-Passe, 2006). Females with dyslexia have a tendency to report more symptoms of anxiety and depression (Carroll, et al., 2005 Hales, 1994 Nelson & Gregg, 2012), notwithstanding the greater preponderance of dyslexia among males (Berninger et al., 2008 Chan et al., 2007 Hawke et al., 2009 Miles, Haslum, & Wheeler, 1998). Links between dyslexia and mental health difficulties have been explored, and dyslexia has been identified as a specific risk factor for anxious and depressive symptomatology (Mugnaini et al., 2009), with apparent gender differences in the manifestation of these difficulties. This article provides a brief overview of some of the research on psychosocial difficulties among third level students with dyslexia, suggests recommendations for practice based on this evidence, and outlines current practices developed by the National Learning Network (NLN) in a number of higher education institutions in response to these findings. Despite this, research into the prevalence of struggles faced by those with dyslexia, beyond learning and academic performance, is growing steadily.

The unique perspectives of the psychosocial experiences of adults with dyslexia are often lost, as it is more common to study individuals under a broader classification of learning difficulties (Nalavany, Carawan & Rennick, 2010). As an Assistant Psychologist with the National Learning Network, Hollie has provided one to one assessment and intervention for students with specific learning difficulties, mental health difficulties, neurodevelopmental and physical disabilities in a number of third level colleges.ĭyslexia is conventionally defined as a specific learning difficulty which affects reading, writing and spelling but perhaps less well known is the potential impact of these difficulties on an individual’s psychosocial functioning. Psychosocial functioning is broadly defined as psychological and social development, and encompasses factors such as wellbeing, self-esteem, emotional regulation, coping, resilience, social relationships and interconnectedness amongst others. She has worked and researched in the areas of youth mental health, intellectual disability, specific learning difficulties and forensic mental health. Hollie Byrne has completed a Bachelor of Arts in Psychology, a Masters in Psychological Science and is currently completing a PhD in Clinical Psychology.

Stride ahead for dyslexia