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An Investigation into the Attitudes and Experiences of Teaching Staff and Parents of Dyslexic Students in Northern Irish Primary Schools--A Focus-Group Study

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Title: An Investigation into the Attitudes and Experiences of Teaching Staff and Parents of Dyslexic Students in Northern Irish Primary Schools--A Focus-Group Study
Language: English
Authors: Matthew Cavanagh (ORCID 0000-0003-2883-4050), Claire McDowell (ORCID 0000-0001-8062-4830), Una O. Connor Bones (ORCID 0000-0002-9430-347X), Laurence Taggart (ORCID 0000-0002-0954-2127), Peter Mulhall (ORCID 0000-0003-2574-4500)
Source: British Journal of Special Education. 2026 53(1):132-139.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Dyslexia, Students with Disabilities, Teacher Attitudes, Parent Attitudes, Elementary School Students, Elementary School Teachers, Foreign Countries, Student Needs, Intervention, Parent Participation, Mental Health, Educational Resources, Training, Clinical Diagnosis, Barriers, Holistic Approach
Geographic Terms: United Kingdom (Northern Ireland)
DOI: 10.1111/1467-8578.70078
ISSN: 0952-3383
1467-8578
Abstract: Dyslexia affects an estimated 7%-10% of children and can have lasting consequences for literacy, academic attainment and well-being. In Northern Ireland, provision for children with dyslexia has been criticised as inconsistent, with delays in assessment and variation in school-level support. Parents and teachers frequently report difficulties accessing timely diagnosis and training, highlighting systemic gaps in provision. Whole-school approaches (WSAs), which embed inclusive practice across curriculum, ethos and family-school partnerships, have shown promise in areas such as bullying prevention, mental health and wider inclusion, but their application to dyslexia remains under-explored. This study used focus groups to explore the perceptions and experiences of parents and school staff regarding dyslexia provision and the potential for implementing a WSA. Five focus groups were conducted across four Northern Irish schools, involving 40 participants (16 parents, 15 teachers, 3 SENCOs and 6 classroom assistants). Participants could attend in person or online to maximise accessibility. Data were analysed thematically following Braun and Clarke's six-phase approach. Analysis identified four overarching themes: Parental Involvement, Student Mental Health, Resources and Training, and Frustration with Diagnostics. Parents described exclusion from decision-making and frustration at long waits for assessment, while staff noted challenges engaging families and inconsistencies in communication. Both groups emphasised the emotional impact of dyslexia and the need for consistent training, improved collaboration and fairer access to assessment. Embedding dyslexia-specific professional development, validated screening procedures and structured parental engagement within a WSA could create a sustainable, inclusive framework for literacy and well-being, addressing inequities across Northern Ireland's education system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499187
Database: ERIC
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  Data: An Investigation into the Attitudes and Experiences of Teaching Staff and Parents of Dyslexic Students in Northern Irish Primary Schools--A Focus-Group Study
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  Data: <searchLink fieldCode="AR" term="%22Matthew+Cavanagh%22">Matthew Cavanagh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2883-4050">0000-0003-2883-4050</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claire+McDowell%22">Claire McDowell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8062-4830">0000-0001-8062-4830</externalLink>)<br /><searchLink fieldCode="AR" term="%22Una+O%2E+Connor+Bones%22">Una O. Connor Bones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9430-347X">0000-0002-9430-347X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laurence+Taggart%22">Laurence Taggart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0954-2127">0000-0002-0954-2127</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Mulhall%22">Peter Mulhall</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2574-4500">0000-0003-2574-4500</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2026 53(1):132-139.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 8
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Northern+Ireland%29%22">United Kingdom (Northern Ireland)</searchLink>
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  Data: 10.1111/1467-8578.70078
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  Data: 0952-3383<br />1467-8578
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  Data: Dyslexia affects an estimated 7%-10% of children and can have lasting consequences for literacy, academic attainment and well-being. In Northern Ireland, provision for children with dyslexia has been criticised as inconsistent, with delays in assessment and variation in school-level support. Parents and teachers frequently report difficulties accessing timely diagnosis and training, highlighting systemic gaps in provision. Whole-school approaches (WSAs), which embed inclusive practice across curriculum, ethos and family-school partnerships, have shown promise in areas such as bullying prevention, mental health and wider inclusion, but their application to dyslexia remains under-explored. This study used focus groups to explore the perceptions and experiences of parents and school staff regarding dyslexia provision and the potential for implementing a WSA. Five focus groups were conducted across four Northern Irish schools, involving 40 participants (16 parents, 15 teachers, 3 SENCOs and 6 classroom assistants). Participants could attend in person or online to maximise accessibility. Data were analysed thematically following Braun and Clarke's six-phase approach. Analysis identified four overarching themes: Parental Involvement, Student Mental Health, Resources and Training, and Frustration with Diagnostics. Parents described exclusion from decision-making and frustration at long waits for assessment, while staff noted challenges engaging families and inconsistencies in communication. Both groups emphasised the emotional impact of dyslexia and the need for consistent training, improved collaboration and fairer access to assessment. Embedding dyslexia-specific professional development, validated screening procedures and structured parental engagement within a WSA could create a sustainable, inclusive framework for literacy and well-being, addressing inequities across Northern Ireland's education system.
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        Value: 10.1111/1467-8578.70078
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      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: United Kingdom (Northern Ireland)
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