Understanding how secondary school students with dyslexia navigate their experiences and shape their identities

Abstract The experiences of dyslexic students within inclusive education have not yet been thoroughly investigated by research. This article explores identity formation and the experiences of students with dyslexia, by considering different views. It focuses on how these experiences both shape and are shaped by students' own perspectives and those of others in their environment. A qualitative, multi‐temporal case study design was utilised, with data generated through semi‐structured interviews and focus group discussions. The study sample included two participant groups: secondary students (Case 1) and university students (Case 2). Five dyslexic students from a mainstream secondary school participated in interviews, sharing their current experiences with dyslexia. Additionally, eight university students reflected on their past experiences of being dyslexic in mainstream secondary school through focus groups. The data were analysed using an adapted thematic analysis, along with concepts drawn from cultural‐historical activity theory. The findings suggest that dyslexic students' understanding of their learning differences can shape how they perceive themselves. The insights in this article are valuable for dyslexic students, and for teachers and educational support providers, helping to strengthen their understanding and improve support strategies for students with dyslexia.