Teacher–parent collaboration to support the emotional well-being of adolescents living with dyslexia: A Participatory Action-Learning and Action-Research approach

Abstract

Background: Supporting the emotional well-being (EWB) of adolescents experiencing dyslexia requires a collaborative effort from teachers and parents. Dyslexia is a prevalent but often misunderstood learning barrier in South Africa. When learners experience delayed or inaccurate identification, this contributes to academic, social and emotional challenges, particularly during adolescence.
Aim: This study employed a qualitative, Participatory Action-Learning and Action-Research approach within a critical transformative paradigm.
Setting: The study was conducted over a period of 2 years within a context where teachers and parents participated as co-researchers to support adolescents’ EWB.
Methods: The study was grounded in Seligman’s Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) model and Positive Psychology theory. Using an iterative research process, the co-researchers engaged in three research cycles to identify key challenges and develop contextually relevant strategies to strengthen support and promote adolescents’ EWB.
Results: This article focuses on Cycles 1 where the findings indicate that early identification, inclusive education, capacity-building for teachers and parents, and broader community involvement are essential for transforming perceptions of dyslexia and fostering adolescent EWB. Three strategies were identified to address the issues, namely creating support systems for adolescents living with dyslexia; equipping parents and teachers with relevant knowledge; and advocating for a better understanding of dyslexia.
Conclusion: The challenges and strategies identified from this Doctor of Philosophy study highlight the potential of collaborative, strengths-based approaches to disrupt marginalisation, enhance resilience and promote social change.
Contribution: This study contributes a practical model for teacher–parent collaboration that affirms inclusive, informed educational practices to support the EWB of adolescents living with dyslexia.