Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences

Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The theoretical basis was symbolic interactionism and this paper aims to extend Goffman’s notion of ‘spoiled identity’ into a more specialised term for children with SEN (Special Educational Needs), resulting in the term ‘fractured academic identity’, the elements of which are developed throughout this paper from the experiences of learners with dyslexia.