<![CDATA[Dyslexia is a neurobiological learning difficulty that affects children’s reading, writing, spelling, and phonological processing abilities. Beyond academic difficulties, dyslexia may influence children’s emotional well-being, social relationships, self-perception, and behavior. This study aims to analyze the impact of dyslexia on children’s perspectives by examining their experiences in academic and social contexts. A qualitative research design was employed involving one eighteen-year-old high school student with dyslexia as the participant. Data were collected through an interview and library research. The interview was audio-recorded, transcribed, and analyzed to identify the participant’s experiences, perceptions, and responses related to dyslexia, while relevant literature was used to support the interpretation of the findings. The findings indicate that dyslexia has emotional, social, educational, and behavioral impacts on children. Emotionally and socially, the participant experienced insecurity, low self-esteem, anxiety, frustration, social comparison, and bullying, particularly because of difficulties in keeping up with classmates. Educationally, negative teacher attitudes, unrealistic expectations, and difficulties with reading and writing contributed to academic stress and discouragement. Behaviorally, the participant demonstrated avoidance behaviors, including pretending to be ill to avoid reading activities, as well as delaying homework because of frustration and stress. However, supportive environments, encouragement, appropriate accommodations, and greater awareness of dyslexia may reduce these negative effects. The study concludes that understanding children’s perspectives is essential for developing inclusive educational practices and support systems that address not only academic difficulties but also the emotional, social, and behavioral consequences of dyslexia.]]>
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