Abstract

This research study examined the social and emotional experiences of university students with dyslexia in Türkiye and England who had received an official diagnosis at some point in their lives. Findings were compared and the differing experiences in two different countries highlighted. Six students in Türkiye and five students in England participated in the study. To produce an in-depth subjective dataset capturing life-stories, a qualitative narrative approach was adopted. Three, and for some participants four, consecutive semi-structured interviews were conducted, with at least a one-week interval between each interview. The study adopted a longitudinal approach as each interview investigated students’ past experiences, current experiences and lastly future expectations regarding their employment prospects. Data were analysed in the light of updated version of reflexive thematic analysis as described by Braun and Clarke’s recent publications, while maintaining the integrity of the narratives from each participant.The findings suggest that students in both countries shared similar early academic difficulties in phonological processing, letter reversal and writing, often resulting in emotional distress and social withdrawal. While English students generally reported more positive early educational experiences due to supportive teacher attitudes, Turkish students frequently encountered unsupportive teacher attitudes, limited institutional support and stigmatization, which contributed to feelings of exclusion and reduced self-esteem. University experiences reflected these early patterns; while English students benefited from structured support and inclusive teaching practices, Turkish students often relied on self-developed coping strategies due to a lack of formal institutional awareness and support. In terms of future employment expectations, students in both groups expressed worries about potential discrimination and limited understanding of dyslexia in professional settings. While English students valued legal protections in the UK, they questioned their implementation in practice. Turkish students, on the other hand, anticipated more overt prejudice and internalised social hierarchies around disability. Despite these challenges, both group of students demonstrated resilience and a strong sense of self in shaping their futures.This study highlights the need for further research investigating the long-term social and emotional impact of living with dyslexia, especially in underrepresented contexts such as Türkiye.

Awarding Institution(s)

University of Plymouth

Supervisor

Elizabeth Done, Jan Georgeson

Document Type

Thesis

Publication Date

2026

Embargo Period

2026-10-02

Deposit Date

October 2026

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