‘When the Writing is Not on the Wall’: Exploring the Lived Experiences of Dysgraphia

This thesis explores the lived experiences of dysgraphia from the perspectives of children with dysgraphia aged 10-12 years, their parents, and teachers. Dysgraphia is an umbrella term used to describe specific learning disorders in writing (e.g., difficulties in spelling or transferring thoughts to paper), as well as difficulties with handwriting. The findings of the thesis highlighted limited awareness about dysgraphia across several Victorian schools (Australia). Dysgraphia-specific teacher professional development coupled with early proactivity in schools would better support teachers and parents in their efforts to improve the writing, mental health outcomes, and employment prospects of young people with dysgraphia.