Dyslexia concealment in higher education
Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia
Bibliographic Data
| ID | 21723146 |
|---|---|
| Authors | Charlotte Hamilton Clark (0000-0001-6058-4405, Institute of Education, UCL University of London London UK, corresponding author) |
| Year | 2024 |
| Volume | 24 |
| Issue | 4 |
| Pages | 922-935 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12683 |
| OpenAlex | W4396899806 |
| Language | EN |
| Citations received | 2 |
| References cited | 55 |
This paper explores the lived experience of university students with dyslexia, focusing on identity and self‐esteem. The qualitative study used semi‐structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self‐concept and self‐efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self‐esteem, compounding students' already low academic self‐concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia
Dyslexia · Face-to-face · Linguistics · Mathematics education · Pedagogy · Sociology · Disability Education and Employment · Psychology · Reading and Literacy Development · Youth Substance Use and School Attendance
Low self-esteem is a risk factor for depressive symptoms from young adulthood to old age.
A definition of dyslexia
Stigma
Risk and protective factors in gifted children with dyslexia
Discipline and Punish
Rethinking Standpoint Epistemology
Ableist ivory towers
From absent to active voices
Analysis of Thin Online Interview Data
Narrative accounts of university education
Sit in the corner and don’t eat the crayons’
Not lazy, not faking
Learning at school through to university
Disabled student experiences of Higher Education
Beyond cognitive deficit
Managing’ disability
The discursive construction of dyslexia by students in higher education as a moral and intellectual good
What’s wrong with you, are you stupid?” Listening to the biographical narratives of adults with dyslexia in an age of ‘inclusive’ and ‘anti-discriminatory’ practice
Enduring disablism
Reimagining Critical Theory
Hidden costs of hiding stigma
Using thematic analysis in psychology
Grounded theory research
Dyslexia and difficulties with study skills in higher education
The social meaning of disability
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |