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Cited by 11Disability Education and EmploymentDevelopmental and Educational NeuropsychologyReading and Literacy Development

Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia

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Hamilton Clark, Charlotte H.·2024·Journal of Research in Special Educational Needs
DOI 10.1111/1471-3802.12683
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Abstract

This paper explores the lived experience of university students with dyslexia, focusing on identity and self‐esteem. The qualitative study used semi‐structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self‐concept and self‐efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self‐esteem, compounding students' already low academic self‐concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia.

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  • A recent qualitative study on dyslexia outlines how dyslexic students habitually disguise their condition and even reject study support for fear of stigma, which in turn lowers self-esteem and has a negative impact on academic outcomes.

    “as for example a recent qualitative study on dyslexia (Hamilton Clark, 2024) outlines how dyslexic students habitually disguise their condition and even reject study support for fear of stigma, which in turn lowers self-esteem and has a negative impact on academic outcomes.”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Hamilton Clark, 2024

    The section “Dyslexia non-disclosure leads to further academic and identity impacts for students” (p. 10) reports concealment linked to fear of stigma and academic impacts such as missed classes and forgone support. But the claim overstates the downstream effects: the paper does not establish poorer academic outcomes such as grades from these decisions, and “Students use selective disclosure to manage dyslexia’s stigma” (p. 8) says one student’s decision to reject support rebuilt her self-efficacy rather than lowered it. (LLM, conf=0.86)

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Research works printed but not linked: 3

  1. Fawcett, A.J. (2018) The challenge of transitions for dyslexic students in higher education. Perspectives on Language and Literacy , 44(1), 15-19 Available at: https:// dysle xiali brary. org/ wp-­ conte nt/ uploa ds/ file-­ manag er/ public/ 1/ Winter% 202018% 20Fin al% 20Faw cett% 20p15 -­ 19. pdf [Accessed 3rd January 2024]
  2. Snowling, M. (2012) Changing concepts of dyslexia: nature, treatment and comorbidity. Journal of Child Psychology and Psychiatry , 53(9), 1-3.
  3. How to cite this article: Hamilton Clark, C.H. (2024) Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia. Journal of Research in Special Educational Needs , 00, 1-14. Available from: https://doi.org/10.1111/14713802.12683 · DOI

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Authors
Hamilton Clark, C. H.
Affiliations
Institute of Education, UCL University of London London UK
ORCID
Hamilton Clark, Charlotte H.
Venue
Journal of Research in Special Educational Needs
Publisher
Wiley
Published
2024-05-13
Volume
24
Issue
4
Pages
922-935
ISSN
1471-3802 (ISSN-L)
DOI
10.1111/1471-3802.12683
OpenAlex
W4396899806
Cited by
11
References
58
Citations by year
2026: 5 · 2025: 4 · 2024: 2
FWCI
4.56
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Research in Special Educational Needs (publishedVersion, cc-by-nc)
  • UCL Discovery (University College London) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
dyslexia, concealment, disclosure, university students, stigma, identity, self-esteem, academic self-concept, self-efficacy, academic support, student agency, student retention

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