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

Author

Listed:
  • 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
    School of Medicine and Healthcare Management, Caucasus University, Tbilisi 0102, Georgia)

  • Tanya Serry

    (School of Education, La Trobe University, Bundoora, VIC 3086, Australia)

  • Lisa Furlong

    (School of Education, La Trobe University, Bundoora, VIC 3086, Australia
    Child Well-Being Research Institute, University of Canterbury, Christchurch 8140, New Zealand)

  • Judith Hudson

    (School of Education, University Tasmania, Hobart, TAS 7001, Australia)

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.

Suggested Citation

  • Shae Wissell & Leila Karimi & Tanya Serry & Lisa Furlong & Judith Hudson, 2022. "“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia," IJERPH, MDPI, vol. 19(17), pages 1-20, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10719-:d:899976
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    References listed on IDEAS

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    1. Sabat, Isaac E. & Lindsey, Alex P. & Membere, Ashley & Anderson, Amanda & Ahmad, Afra & King, Eden & Bolunmez, Balca, 2014. "Invisible Disabilities: Unique Strategies for Workplace Allies," Industrial and Organizational Psychology, Cambridge University Press, vol. 7(2), pages 259-265, June.
    2. Sunhee Kim & Jaesun Wang, 2018. "The Role of Job Demands–Resources (JDR) between Service Workers’ Emotional Labor and Burnout: New Directions for Labor Policy at Local Government," IJERPH, MDPI, vol. 15(12), pages 1-31, December.
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    Cited by:

    1. Shae Wissell & Leila Karimi & Tanya Serry & Lisa Furlong & Judith Hudson, 2022. "Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces," IJERPH, MDPI, vol. 19(19), pages 1-18, September.
    2. Gregor Wolbring & Aspen Lillywhite, 2023. "Burnout through the Lenses of Equity/Equality, Diversity and Inclusion and Disabled People: A Scoping Review," Societies, MDPI, vol. 13(5), pages 1-31, May.

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