The sources and manifestations of stress amongst school-aged dyslexics, compared with sibling controls

All school children experience stress at some point in their school careers. This study investigates whether dyslexic children, by way of their educational and social difficulties, experience higher levels of stress at school. The School Situation Survey was used to investigate both the sources and...

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Bibliographic Details
Published in:Dyslexia (Chichester, England) England), 2008-11, Vol.14 (4), p.291-313
Main Author: Alexander-Passe, Neil
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Adolescent
Age Differences
Anxiety - psychology
Child
Child Behavior Disorders - diagnosis
Child Behavior Disorders - psychology
Dyslexia
Dyslexia - diagnosis
Dyslexia - psychology
emotional
Emotional Response
Emotions
England
family
Family Characteristics
Family Conflict - psychology
Family Size
Female
Foreign Countries
Gender Differences
Humans
Interpersonal Relations
Male
Measures (Individuals)
Parenting - psychology
Peer Group
Peer Relationship
peers
Physiology
Psychological Patterns
Questionnaires
School Situation Survey
Scotland
Sibling Relations
Siblings
Social Environment
Somatoform Disorders - diagnosis
Somatoform Disorders - psychology
Stanford Achievement Tests
stress
Stress Variables
Stress, Psychological - complications
Students
Teacher Student Relationship
Test Anxiety
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Summary:All school children experience stress at some point in their school careers. This study investigates whether dyslexic children, by way of their educational and social difficulties, experience higher levels of stress at school. The School Situation Survey was used to investigate both the sources and manifestations of stress amongst dyslexic children and non‐dyslexic sibling controls. Samples were broken down by gender, age and the size of families. Results suggest significant differences between the groups, with dyslexics in academic years 3–5 experiencing the highest stress levels, specifically in interactions with teachers, worries over academic examinations (SATs) and performance testing, causing emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heart beat) manifestations. Results also suggest that dyslexics in larger families (3–4 sibling families) experience greater stress in interactions with their peers, than those in smaller families (two sibling families)—possibly from unfair sibling comparison. Copyright © 2007 John Wiley & Sons, Ltd.
ISSN:1076-9242
1099-0909
DOI:10.1002/dys.351