Abstract

The purpose of this qualitative study, using a narrative approach, is that through a life story from an adult woman get a better understanding of how it can be for a student with reading and writing difficulties at secondary school. The focus of the study is to find out more about how difficulties in reading and writing can affect the time in school and if there may be links between illiteracy and a negative self-image, and if there is a risk that the difficulties could lead to an exclusion for the student.

Life story was used as a method to take part of my informant’s experiences from a social constructionist perspective with the understanding that meaning is created in the interaction with others. Initially, it was an interview conversation with the informant, which was then compiled into a life story.

In the result I came to the conclusion that there is an increased risk for low self-esteem of students who has reading and writing difficulties, especially if they do not get the proper support and backing of the school. A student rarely chooses an exclusion but sometimes feels that is a way to avoid risking failure. Shame and a negative self-image is common with students who struggle with reading and writing. Success factors are the teachers' pedagogical skills in which they have a varied approach and in a good way can join the student's conditions with environmental requirements. A close and trusting relationship between students and teachers, as well as a secure safety net are extra important factors to these students to get by and get positive experiences from their schooling.