EXPLORING THE INTERCONNECTIONS OF DYSLEXIA, ANXIETY, AND EXECUTIVE FUNCTION COACHING: INSIGHTS FOR ADOLESCENT EDUCATIONAL PLANNING

Oct 15, 2026

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This study bridges K-12, higher education, special education, literacy education, coaching, and mental health professions to support students with dyslexia and anxiety. The framework links dyslexia to anxiety and to executive functioning (EF) in the brain, proposing EF coaching as a helpful intervention. A case study of a 15-year-old participant (Esme, pseudonym) uses constant comparative analysis. Interview findings highlight anxiety’s dual role, school-based EF coaching benefits, and the centrality of relationship quality, with concrete collaborative planning suggestions such as quiet spaces and cross-curricular professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Research Questions

Theoretical Grounding

Dyslexia

EXPLORING THE INTERCONNECTIONS OF DYSLEXIA, ANXIETY, AND EXECUTIVE FUNCTION COACHING: INSIGHTS FOR ADOLESCENT EDUCATIONAL PLANNING CHRISTINE WOODCOCK State University of New York at New Paltz, U.S.A. ABSTRACT In the spirit of collaborative educational planning, this study attempts to bridge K-12 education, higher education, special education, literacy education, coaching, and the mental health professions, in an effort to better support students with dyslexia and mental health challenges such as anxiety, and the professionals who serve them. The theoretical grounding of the study situates dyslexia both historically and academically, as well as contemporarily, particularly in its links to anxiety, and the present state of mental health trends affecting today’s teens. The study draws connections to the executive functioning (EF) of the brain, and how EF coaching can help. The case study of a 15-year-old participant, Esme, is shared. Trends were analyzed using the constant comparative method using axial and selective coding methods. Findings from interviews with Esme revealed how anxiety can be felt like both a friend and an enemy, the benefits of EF coaching experienced at school, and the importance of the quality of relationships in her education. Tangible suggestions of collaborative educational planning are shared, including the implementation of quiet spaces at school, ways of implementing EF coaching, and specific professional development such as cross curricular approaches and psychological first aid. INTRODUCTION In the early 2010s, the mental health of adolescents plummeted, with rates of depression, anxiety, self-harm, and suicide rising sharply across several countries, and in some cases, even doubling when compared to previous decades (Haidt, 2024) . Mental health is recognized as oneof the biggest problems in schools today. It is estimated that one in five school-aged youths (ages 4-19) experiences mental health problems (Kessler et al., 2005) with the risk being higher among students with learning differences such as dyslexia (Francis et al., 2019) . The challenge is felt not just in K12 schools, but also in higher education. The academic rigors of university life, including high workloads, deadlines, and exams, are risk factors associated with stress, anxiety, and depression among students (Mofatteh, 2021). Facing high school or university with a specific learning difficulty such as dyslexia can exacerbate those challenges. In the spirit of collaborative educational planning, the purpose of this study is to bridge K12 education, higher education, special education, literacy education, coaching, and the mental health professions, in an effort to better support students with dyslexia and mental health challenges such as anxiety, and the professionals who serve them. The study draws connections to the executive functioning (EF) of the brain, and hypothesizes that EF coaching might help, not only in secondary settings, but in the transition to postsecondary education as well. In the theoretical grounding of this paper, terminology will be explored, including dyslexia, its links to anxiety, how those cognitive functions tie to the EF of the brain, and how EF coaching might help. Second, a case study of a 15-year-old female participant (Esme, pseudonym) will be shared. Through this high school freshman’s story, readers may more deeply understand the interconnectedness of Esme’s life with dyslexia and anxiety, and Esme’s experience of anxiety both in and outside of academic contexts. Finally, in the Discussion section, a synthesis of the findingsand tangible suggestions of collaborative practice will be shared. Educational Planning | Fall 2025 188 Vol. 32, No. 4 RESEARCH QUESTIONS The research centers on the following research questions: • In what ways are dyslexia and anxiety linked, and how can a more in-depth understanding of their interconnectedness enhance the collaborative planning of educa

FAQs

What is the purpose of the study in adolescent educational planning?

The study aims to connect K-12, higher education, special education, literacy education, coaching, and mental health professions to better support students with dyslexia and anxiety.

How does the study explain the relationship between dyslexia and anxiety?

The theoretical grounding situates dyslexia in links to anxiety and connects both to executive functioning (EF) processes in the brain.

What interventions and collaborative planning suggestions are highlighted?

The findings include tangible suggestions such as implementing quiet spaces at school, ways to implement EF coaching, and professional development approaches including cross-curricular practices and psychological first aid.

Oct 15, 2026

Upload by moss~