dyslexia has been the subject of numerous research studies, which have contributed to the identification of its nature and causes as well as the shaping of appropriate teaching approaches. However, issues related to the emotional and social development of students with dyslexia have not been explored to the same extent – particularly in the Greek literature.

Starting from the interaction relationship found between cognitive and emotional factors, this book aims to highlight the role of emotional and social parameters in the development of dyslexic children and in addressing dyslexia.

Through a critical analysis of relevant research, the following questions are approached:

• To what extent is it possible for dyslexia to stem from emotional problems?
• What effects can it have on the emotional and social functioning of students and on their professional and personal journeys?
• Which factors contribute to the emergence or, conversely, the limitation of psychosocial difficulties in children and adolescents with dyslexia?

Research testimonies reveal the interdependence between the socio-emotional problems of children with dyslexia and indicate the necessity of providing psychosocial support within the school framework.