Abstract

Dyslexia is a specific learning disability affecting 1 in 10 people nationwide. Literature acknowledges the need for greater understanding of the educational needs of learners with dyslexia in UK Higher Education (HE). Research in this field often stems from neuropsychological viewpoints and neglects the perspectives of students. This study was designed to understand the lifelong learning experiences of students with dyslexia. Semi-structured interviews were conducted with fourteen students. Transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes were identified: ‘Managing Feelings of Inferiority’, ‘Adapting to the Learning Environment’, and ‘Experience of Learning Support’. Analysis highlighted the range of challenges students face throughout education. Findings suggest that HE institutions need to be more effective in creating an inclusive learning environment that supports this underrepresented group. This will facilitate a reduction in the social and emotional barriers to learning and educational attainment for this population.