Tapestry: Journal of Diversity, Equity, Inclusion, and Belonging in Education

Document Type



Students with dyslexia simultaneously struggle with both literacy acquisition and poor self-esteem and undergo social-emotional learning difficulties. The purpose of this qualitative descriptive study was to explore elementary general education teachers’ perceptions regarding the dyslexia training they received for addressing the social and emotional learning (SEL) needs of children with dyslexia. The conceptual framework guiding this study was the five core competencies for SEL developed by the Collaborative for Academic, Social, and Emotional Learning. The researcher used a qualitative description research design involving semi structured interviews. The population included 10 elementary general education teachers who taught in first through fourth-grade classrooms in the southeast region of Texas. The overarching themes were the following: (a) The dyslexia training is missing the five competencies: The participants reported that none of CASEL’s five core competencies for SEL were addressed in their dyslexia training; (b) Used skills learned in other professional development to address the missing competencies: The participants reported using information from other professional development training to meet their students’ needs; (c) The dyslexia training needs to be revamped: The participants explicitly said the dyslexia training needed to be changed. The participants confirmed the gap in the literature regarding their learning needs and dyslexia training provided. The researcher created a framework, based on the findings, to guide training that can effectively address CASEL’s five core competencies within several modules. Finally, the results of this study revealed the need for further research with a focus on helping teachers understand how to develop SEL skills in their students with dyslexia.