Exploring mothers' metaphorical sensemaking of dyslexia

Abstract

Through a reflexive thematic analysis of a large online support group for dyslexia and a sensemaking lens, this study investigated how mothers made sense of their child's dyslexia through metaphors. Mothers used metaphors to characterise their feelings surrounding dyslexia, their school-based interactions and their identity as advocates. The language mothers use offers a generative, textured way to understand the lived experiences of supporting a child with learning differences. Whilst mothers articulated much frustration and anger, they also voiced encouragement, advice-giving, empathy and hope, illustrating how their sense of agency was both threatened and empowered by the experience of having a child with dyslexia. There is much mothers must process, understand and navigate surrounding their child's dyslexia and the findings underscore the need for early school-based screening, support and intervention.