Thriving with Dyslexia: Exploring the Impact of University Mental Health Support and Dyslexia-Related Strengths on the Mental Health of Dyslexic Students in Higher Education

Abstract

Introduction: There is an increasing number of neurodivergent students in higher education (HE) including students with dyslexia. Dyslexic students report more anxiety and depressive symptoms than non-dyslexic students. This cannot be fully explained by difficulties pertaining to dyslexia. Recognition of the positive factors the individual itself could lead to less experienced internalizing symptoms. This study looked at the relationship between mental health support provided by university and dyslexia related strengths on mental health. Mental health support provided by university and self-reported dyslexia related strengths could have a negative influence on mental health problems among these students. Methods: The study was conducted in Poland. Eighty-five dyslexic students in higher education up until the age of 25 took part in this research. They completed a survey with questions about mental health, mental health support at university and self-reported strengths. Their mental health was measured with the Depression Anxiety Stress Scale (DASS-21) in Polish. They reported if they used mental health support and cited their own strengths. Results: Taken together used mental health support and self-reported dyslexia related strengths do not predict mental health problems of dyslexic students in HE. However, used support on its own did predict higher mental health problems. Discussion: The results suggest that used mental health support has a positive relationship with mental health problems. This study sets a basis for future research into mental health problems among dyslexic students in HE, to help them with their challenges and use their strengths within these challenges.