“Students with dyslexia face social and emotional challenges in addition to academic challenges. They have anxiety, depression, and other social, emotional, and mental health conditions on the order of two to five times greater than those of their peers (Wilson et al. 2009). In many cases, before entering school, children with dyslexia are described by their caregivers as eager, bright, curious, proactive, and articulate, characteristics that would seem to promote school success. Over time, the students’ formerly inquisitive and proactive nature can decline and be replaced by low self-worth, frustration, despair, and self-defeating coping mechanisms.”

"Consequently, focusing not only on remediating literacy skills but also on students’ relative strengths and on building resilience are important components of remediation and promoting positive outcomes for students with dyslexia (Haft, Myers, and Hoeft 2016); see figure 5.1. In addition, gaining access to supportive resources and building secure emotional bonds with caregivers, parents, and teachers all have an important influence on a student’s motivation, resilience, and academic outcomes."

California Dyslexia Guidelines; pp. 24-25, CDE (2017)

For more information on Social and Emotional Problems Related to Dyslexia, read this International Dyslexia Association Fact Sheet