RELAÇÃO ENTRE ASPECTOS EMOCIONAIS E O RENDIMENTO ACADÊMICO DE ESTUDANTES COM DISLEXIA DO DESENVOLVIMENTO: UM MAPEAMENTO BIBLIOGRÁFICO

Developmental dyslexia (DC) impacts school performance and the emotional health of affected individuals, involving cognitive, genetic and environmental influences, causing difficulties in learning to read, impairing both decoding and textual comprehension and written production. This study investigated the relationship between self-esteem and poor school performance in students with dyslexia, analyzing how emotional and social factors influence their learning and psychosocial adjustment. The objective was to understand the impacts of dyslexia on self-esteem and emotional well-being, highlighting the need for effective pedagogical and psychological interventions. An integrative bibliographic mapping was carried out through a systematic search of scientific publications in the PubMed, Scopus and Europe PMC databases. The descriptors used in English were: “Education AND Students AND Developmental Dyslexia AND Anxiety AND Reading Development Difficulty AND Self-esteem AND School”. After screening, nine studies published between 2010 and 2020. The results showed that students with dyslexia often face academic frustrations, insecurity and difficulties in interpersonal relationships, which contributes to the development of anxiety and low self-esteem. The presence of feelings of rejection, humiliation, and fear in public activities was identified as a predictive factor of behavioral and learning problems. In addition, it was found that an inclusive school environment and the strengthening of emotional skills are essential to improve the quality of life of these students. It is concluded that dyslexia require interdisciplinary approaches that integrate psychology and education, promoting adapted pedagogical strategies and psychological support. The review highlights the need to expand research in the Brazilian context, aiming at the formulation of more effective educational policies.