“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Shae Wissell (), Leila Karimi, Tanya Serry, Lisa Furlong and Judith Hudson
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Shae Wissell: School of Psychology and Public Health, La Trobe University, Bundoora, VIC 3086, Australia
Leila Karimi: Psychology Department, School of Applied Health, RMIT University, Melbourne, VIC 3001, Australia
Tanya Serry: School of Education, La Trobe University, Bundoora, VIC 3086, Australia
Lisa Furlong: School of Education, La Trobe University, Bundoora, VIC 3086, Australia
Judith Hudson: School of Education, University Tasmania, Hobart, TAS 7001, Australia

IJERPH, 2022, vol. 19, issue 17, 1-20

Abstract: Background: Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. Materials and Methods: Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants’ workplace experiences. Results: Dyslexic adults (n = 14) participated; majority employed part/full-time and experienced challenges throughout their employment; exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. Conclusion: The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.

Keywords: JD-R Model; dyslexia; workplace; burnout; disability; employment (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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