Possible impacts on well-being

There is a strong correlation between learning difficulties and poor psychosocial well-being. In Western society, the ability to read and write are regarded as essential to social and economic competence and success (Barnes & Mercer, 2003 cited in Tanner, 2009). Failure to acquire these abilities as easily and to the same extent as others makes people with dyslexia subject to bullying, discrimination and lower expectations by teachers (Gwernan-Jones, 2012; Livingston et al., 2018; Tanner, 2009). The prevalence of this kind of treatment of people with dyslexia can have profound and long-lasting effects. In fact, people with learning difficulties such as dyslexia have been found to be over-represented in the number of deaths by suicide, and in prison and homeless populations (Fuller-Thomson et al., 2018; Livingston et al., 2018; Macdonald et al., 2016).

Reflection

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Rebecca is a very shy but well-behaved year 9 student. She does not often speak in science class. During class she tends to look intently at the teacher but does not take notes. Once, when asked to read, she stuttered and seemed very nervous. Her handwriting is very hard to read and she misspells even common words. For these reasons her teacher suspects she may have an undiagnosed learning difficulty.

What are some strategies that the teacher can put in place to support Rebecca’s learning and her well-being?

What other measures should the teacher take?

Continue to reflect on your response as you complete the next sections of this course.