Thesis
Wellbeing for Students with Dyslexic-Type Challenges: Student and Teacher Views (Citation and Abstract only)
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2024
DOI:
https://doi.org/10.25918/thesis.402
Appears in Recent Southern Cross PhD Theses
Metrics
161 Record Views
Abstract
Contemporary schools face serious struggles addressing concerns about student wellbeing. Students experiencing language and literacy-related challenges, including dyslexia, can find school difficult and experience poorer socio-emotional wellbeing, impacting self-confidence, self-esteem, and achievement at school. Given that, almost universally, school systems are equating literacy skills with achievement and success, a more nuanced understanding of the impacts of DTC on student wellbeing is timely and critical. This study sought to explore how high school students with DTC perceive their wellbeing, specifically what helps and hinders this at school, and to bring their views into dialogue with those of teachers. Recognition theory facilitated deeper insight into the role of intersubjective and structural recognition in understanding the impacts of identified practices on the wellbeing of these students. The innovative participatory methodology incorporated a) youth advisors in the study design (in Pre-Phase 1); b) creative, concrete focus group methods with students in Years 7-12 (aged 12-18) who self-identified as experiencing DTC to explore their experiences at school and what most helps and hinders their wellbeing (in Phase 1); c) art workshops (in Phase 2) further eliciting students’ key ‘take home’ insights about their wellbeing at school captured in their art images. Student art works and written messages provided stimuli for d) subsequent teacher interviews (in Phase 3). Thematic analysis of data across all phases revealed three overarching factors that influence the wellbeing of students with DTC: 1) interpersonal interactions and relationships at school; 2) teaching and learning attuned to students' needs; and 3) relational pedagogy, with the latter signalling convergence around the first two themes. The study yields three crucial contributions to the existing evidence base. Firstly, it engages in and documents an inherently child-focused, ethical methodology that provides a safe space for students with DTC to express their views about what helps and hinders wellbeing at school, otherwise often not captured, understood, conveyed, and responded to. Secondly, the study draws attention to the significant potential of mutual dialogue between students with DTC and their teachers to further strengthen school practices that may improve wellbeing and learning outcomes. Thirdly, the study highlights the many ways in which learning and wellbeing at school are entangled, with pedagogical practices imbued with instances of recognition/misrecognition that, in turn, impact wellbeing. A key implication for schools and school systems is to ensure that practices aimed at affirming and supporting neurodiversity also simultaneously create the conditions for recognition.
Details
- Title
- Wellbeing for Students with Dyslexic-Type Challenges: Student and Teacher Views (Citation and Abstract only)
- Creators
- Jane Rosemary Mosco
- Contributors
- Anne Graham AO (Supervisor) - Southern Cross UniversityAnne Bellert (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Identifiers
- 991013220613202368
- Copyright
- © Jane R. Mosco 2024
- Academic Unit
- Centre for Children and Young People; Faculty of Health
- Resource Type
- Thesis