A Phenomenological Exploration of the Experiences of Dyslexic Social Work Students on Practice Placements

Dyslexia affects five to ten per cent of individuals, impacting their reading, writing, spelling and speaking abilities (Shaywitz and Shaywitz, 2020). Although the exact causes of dyslexia are unknown, those with the condition can achieve academic and professional success with appropriate support (Gibbs and Elliott, 2020). Dyslexia can also cause difficulties in information processing, communication, time management and task performance (Hollinrake et al., 2021), posing particular challenges for trainee social workers who are obliged to meet the nine domains of capability outlined by the British Association of Social Workers when on placement. Furthermore, they need to meet the professional standards set by Social Work England (2021a) to be eligible for registration as social workers. These standards emphasise the importance of support during practice placements to ensure students develop the necessary skills and knowledge. Scholars also recognise the issues with the quality of written work and emphasise the need for targeted support to address these challenges and prevent placement failure (Roulston, Collins and Reilly, 2021). This study investigates the experiences of social work students with dyslexia during their practice placements in London, providing valuable insights. Data is gathered through semi-structured interviews with 15 social work students with dyslexia and examined using both a phenomenological philosophical approach and techniques from Braun and Clarke’s system of thematic analysis (2006). The findings shed light on the challenges faced by the participants during placements, including stigma, discrimination and emotional distress. Recommendations include implementing advocates or additional support to aid dyslexic students and a mediator model is proposed as a framework with which to aid professionals involved in the support of dyslexic students during their placements.