Research into how dyslexics cope and the effects of their coping has received little attention in the 100 years since dyslexia has been recognized. Why is this? Well it is not an easy area to investigate, partly as most qualitative studies have looked only at coping strategies of specific dyslexics. These are individual and are unsuitable for generalizations to larger populations. This study takes a different approach to the problem. By using three standardized tests for self-esteem, coping and depression, a picture is painted of how teenage dyslexics cope and whether this affects their self-esteem and depression. Results strongly suggest gender differences, with females using more emotional and avoidance-based coping, resulting in lower percentile scores in general and academic self-esteem and moderate depression. Males tend to use more task-based coping resulting in normal percentile self-esteem levels and minimal depression. This study takes the view that coping and the effects of coping by dyslexic children at school should not be underestimated. It also suggests that such issues will aid educationalists in the remedial process.

All school children experience stress at some point in their school careers. This study investigates whether dyslexic children, by way of their educational and social difficulties, experience higher levels of stress at school. The School Situation Survey was used to investigate both the sources and manifestations of stress amongst dyslexic children and non-dyslexic sibling controls. Samples were broken down by gender, age and the size of families. Results suggest significant differences between the groups, with dyslexics in academic years 3-5 experiencing the highest stress levels, specifically in interactions with teachers, worries over academic examinations (SATs) and performance testing, causing emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heart beat) manifestations. Results also suggest that dyslexics in larger families (3-4 sibling families) experience greater stress in interactions with their peers, than those in smaller families (two sibling families)--possibly from unfair sibling comparison.

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Purpose: This study aims to investigate the emotional perspective of having Dyslexia, a specific learning difficulty that not only affects literacy but many aspects of an individual's life, from childhood into adulthood. This paper investigates negative emotional coping which took place, which included self-harming with: alcohol, food, body injury, suicide thoughts and suicidal attempts. Method:The sample of N=29 diagnosed developmental dyslexics (N=22 with prior diagnosis of depression) were interviewed with a semi-structured script with a wide ranging script spanning childhood and adulthood experience. Interpretative Phenomenological Analysis (IPA) was used to analyse the data into themes.Results: Self-harm was greater in the depressive to non-depressive sample; however, the type of self-harm varied. Males and non-depressives tended to predominantly self-harm with alcohol, followed by food and then rarely with bodily harm, whereas females in general, tended to predominantly self-harm with food, then bodily harm and lastly alcohol. Overall depressives self-harmed predominantly with food and then equally between alcohol and bodily-harm. Conclusion:Each group had their own profile and suggests that self-harm is a complex issue, with self-harm activities happening both in child and adulthood.

IntroductionThis paper researches the experience of dyslexics at school and how these experiences can either positively drive them to success or negatively drive them into helplessness and possibly crime.The nature vs nurture argument has a long history; from John Locke [1] in 1690 arguing that humans begin in a 'blank state' and that we are the product of our environment and experiences. Of course Darwin [2] and Galton [3] should not be discounted in this discussion, and this argument is summarized in Pinker [4]. Locke, Darwin and more modern thinkers have argued that we are the product of our environment, and all human experiences are placed into the mixing pot to create the individuals we are today. Thus in the case of dyslexics, who experience 10 or more years of hardship at school, where learning in classrooms is not differentiated to their needs, and by teachers that do not recognise they have different learning needs and requirements.It is argued that some teachers have perceived un-identified dyslexic children as 'lazy and 'stupid' through: (1) a lack of dyslexia/ SEN awareness; (2) a lack of understanding of dyslexia/SEN; and (3) a lack of training to identify and differentiate to engage all learners in their classrooms, creating a lack of educational opportunity. If success breeds success, then failure must also breed failure, thus it is argued:• Successful dyslexics are a product of using failure in a positive way (resilience) and more success reinforces this positivity• Unsuccessful dyslexics are a product of using failure in a negative way (learned helplessness) and more failure reinforces this negativity Literature ReviewThis paper uses a broad empirical review to introduce the reader to different aspects of a dyslexics journey through education and in the workplace, and theories to understand their post-school experience. Sections include: dyslexia, school experience/emotional coping in dyslexics, social exclusion, defining success, successful dyslexics, unsuccessful dyslexics, the disability paradox, dyslexia and depression/ mental health, and post-traumatic growth. Elliot and Grigorenko's [6] recent influential but controversial review of literature argued that the term dyslexia poorly defines a condition that affects not only reading, writing, spelling, but also short-term memory, balance, organisation, visual difficulties. There are also difficultly with no single model of diagnosis, with diagnosis Abstract Introduction: This paper investigates school-based trauma and the life-long post-school effects of such trauma, creating successful/unsuccessful individuals in society.