Abstract This multi‐temporal qualitative case study investigates how secondary school students with dyslexia understand and navigate their educational experiences and relationships in mainstream settings. Grounded in socio‐cultural and bio‐psycho‐social perspectives and analysed through cultural‐historical activity theory, the study explores how interactions among teachers, students and classroom tools shape inclusive practice. Eighteen participants—secondary students, university students reflecting on prior schooling and educators—took part in semi‐structured interviews and focus groups. Thematic analysis identified three overarching categories: structures, relationships and identity, with the current article focusing on relational experiences. Findings indicate that teacher understanding of dyslexia is central to students' sense of inclusion, confidence and academic engagement. Supportive relationships promoted coping, self‐advocacy and participation. The study highlights the need for improved dyslexia‐specific teacher training and relationally informed pedagogy. This lack of awareness can result in student disengagement, reduced self‐esteem and emotional distress.
Kerissa Nelson (Fri,) studied this question.