The phenomenon of abandonment in dyslexic students: Understanding the long-term consequences of neglecting dyslexic students

Jamaati Ardakani, Razieh; Akhavan Tafti, Mahnaz; Monadi, Morteza

doi:10.22098/jld.2025.15469.2181

The phenomenon of abandonment in dyslexic students: Understanding the long-term consequences of neglecting dyslexic students

Document Type : Research Paper

Authors

¹ Department of Psychology, Faculty of Humanities and Social Sciences, Ardakan University, Yazd, Ardakan, Iran.

² Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

³ Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

10.22098/jld.2025.15469.2181

Abstract

Objective: The present study was aimed to analyze the abandonment phenomenon in dyslexic students and to understand its long-term consequences.
Methods: A qualitative research approach, specifically interpretive phenomenological analysis, was employed. The research population included all dyslexic students in the second secondary school in Yazd province during the academic year 2022-2023. Using purposeful sampling, six selected students participated in in-depth semi-structured interviews. The data collected from these interviews were analyzed using the Dickelman, Allen, and Tanner (1989) method, which is common in interpretive phenomenology. Also, by using library resources and reliable domestic and international databases, the laws related to exceptional education were examined.
Findings: The results revealed that the lived experiences of dyslexic students encompass three main themes: academic challenges (with sub-themes of academic problems, compensatory strategies, and support systems and resources after primary school), social challenges (with sub-themes of positive and negative social experiences), and emotional challenges (with sub-themes of constructive and destructive emotions).
Conclusion: The findings highlight substantial gaps in research on the challenges encountered by adolescents and adults with dyslexia. Educational policymakers should reconsider their approach, recognizing that comprehensive support during the critical period of education is not an excess cost but an investment. This support can foster the development of their potential talents.

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