Dyslexic students and their early experiences of support in the first years of secondary education in England

This paper aims to highlight and critique experiences of support for dyslexic learners in secondary education. The research had a special interest in the period after transition to secondary education, which can be difficult for learners with SEND. Interviews with 20 English participants revealed that the support that schools offered had a dramatic effect on learners’ academic experience. Findings suggest the types of support offered are not only important for academic achievement; they affect the identity development and even wellbeing of the pupils. Support, or the lack of it, provoked intense emotions to the participants, which are important to highlight so that teachers can consider them in their practice. The aim is to highlight and discuss this issue, to understand emotions caused by institutional support designed to support pupils. Teachers could consider these narratives when planning support strategies, so the overall experience can be made easier and more welcome.