Authors
Robannie A Sumner, Kate E Tonta, Adrienne Wilmot, Elizabeth Hill, Mark E Boyes
Published in
Dyslexia (Chichester, England). Volume 32. Issue 3. Pages e70040.
Abstract
Children with dyslexia are at elevated risk of depression and anxiety. The transition from primary to secondary school may be particularly challenging given increased educational demands. Past research indicates school-connectedness may be a protective factor across this transition. We tested longitudinal relationships between dyslexia, school-connectedness, depression, and anxiety over the secondary school transition. Children (N = 208, Mage = 12.16, 58% girls, 61 with dyslexia) and their caregivers (95% mothers) completed standardised measures of school-connectedness, depression, and anxiety in Year 6, and again in Year 7 after the transition to secondary school. Mediation models tested direct and indirect effects of dyslexia on Year 7 depression and anxiety through domains of school-connectedness (whole school, peer, friend, and teacher). After adjusting for Year 6 depression, anxiety, and gender, there were no significant direct effects of dyslexia on depression or anxiety in Year 7. However, dyslexia was indirectly associated with both depression and anxiety via school- and peer-connectedness. These findings support the role of school-connectedness in supporting mental health, and suggest peer-connectedness might be an important protective factor post-transition to secondary school. Future studies should explore further change across adolescence and mental health promotion targeting school- and peer-connectedness among children with dyslexia.
PMID:
42439492
Bibliographic data and abstract were imported from PubMed on 13 Jul 2026.
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