An investigation into the attitudes and experiences of teaching staff and parents of dyslexic students in Northern Irish primary schools—A focus‐group study

Abstract Dyslexia affects an estimated 7%–10% of children and can have lasting consequences for literacy, academic attainment and well‐being. In Northern Ireland, provision for children with dyslexia has been criticised as inconsistent, with delays in assessment and variation in school‐level support. Parents and teachers frequently report difficulties accessing timely diagnosis and training, highlighting systemic gaps in provision. Whole‐school approaches (WSAs), which embed inclusive practice across curriculum, ethos and family–school partnerships, have shown promise in areas such as bullying prevention, mental health and wider inclusion, but their application to dyslexia remains under‐explored. This study used focus groups to explore the perceptions and experiences of parents and school staff regarding dyslexia provision and the potential for implementing a WSA. Five focus groups were conducted across four Northern Irish schools, involving 40 participants (16 parents, 15 teachers, 3 SENCOs and 6 classroom assistants). Participants could attend in person or online to maximise accessibility. Data were analysed thematically following Braun and Clarke's six‐phase approach. Analysis identified four overarching themes: Parental Involvement, Student Mental Health, Resources and Training, and Frustration with Diagnostics. Parents described exclusion from decision‐making and frustration at long waits for assessment, while staff noted challenges engaging families and inconsistencies in communication. Both groups emphasised the emotional impact of dyslexia and the need for consistent training, improved collaboration and fairer access to assessment. Embedding dyslexia‐specific professional development, validated screening procedures and structured parental engagement within a WSA could create a sustainable, inclusive framework for literacy and well‐being, addressing inequities across Northern Ireland's education system.