Students with dyslexia often experience low self‐esteem and, linked with this, low academic achievement. Our research, commissioned by the Higher Education Academy, was carried out by academics in two universities, one in the south‐west of England and one in the north‐west, over 2009–2010. It set out to address ‘transitions and questions of “access” to higher education for students with identified disabilities’. While we accessed interesting material in this area we were also impressed by the wealth of material provided by our respondents with dyslexia on their school experiences, in particular factors that had impacted on their self‐esteem and academic achievement. Thus this article, while not an intended outcome from our work on matters of transition to higher education, emerges as a story telling a rich and illuminating tale of student success and failure and lifting the curtain on factors impacting on self‐esteem and academic achievement for students with dyslexia at school.
Data from the Higher Education Statistics Agency shows an increase in the number of UK students with disabilities entering Higher Education. This small-scale qualitative study within a UK university led to the identification of five main themes. Participants expressed concern that there were students who chose not to disclose a range of disabilities resulting in inadequate levels of support. Students who declared a disability were provided with Learning Support Plans, however, these were found to be needing improvement. The role of the writing support tutors and their varied approaches to supporting students raised concerns. Participants were amenable to making 'reasonable adjustments' for students with disabilities, it was unclear as to what these adjustments should be. Participants acknowledged the need for training especially in the area of mental health. This study may be used to inform university policy and practice and if necessary support the implementation of change.
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