Part A

Introduction: Dyslexia is commonly identified in childhood; many adults remain undiagnosed until adulthood, which can lead to psychological distress, masking and concealing behaviours and poor outcomes, highlighting the need for professional intervention. Existing research has largely focused on dyslexia and mental health quantitatively, leaving limited insight into the narratives of how adult diagnosis shapes identity, well-being and wider experiences.

Objectives: The study aimed to explore the mental health journey of adult students who received a dyslexia diagnosis in adulthood.

Methodology: A qualitative design was employed using semi-structured interviews, informed by a critical realist lens and social constructionist epistemology. Reflexive thematic analysis was used to analyse the data using a six-phase process and inductive and deductive approaches.

Participants: Purposive sampling was used to recruit 16 adult students, aged 26 to 45 years, from various backgrounds who were all studying psychology-related postgraduate courses.

Results: Four overarching themes were developed, highlighting that delayed diagnosis is associated with shame, low self-esteem, anxiety, grief, burnout and disrupted identity formation. Diagnosis evoked relief, validation and greater self-understanding; however, this remained compounded by factors outside of their control, such as inflexible systems and poor post-diagnostic support. Compassion and empowerment, in addition to reasonable adjustments, were considered central to developing self-efficacy and improved well-being.

Conclusion: The findings highlight the need for proactive, inclusive and psychologically informed support for students navigating HE and contribute to broader conversations on the emotional aspects of dyslexia and its link with identity.

Part B

Introduction: Attention-deficit hyperactivity disorder (ADHD) is popular on TikTok and brings awareness to the condition. Many people turn to TikTok during their self-diagnosis and post-diagnosis journey to share their perspectives, experiences and to seek a sense of community. However, this information is also influenced by TikTok platform dynamics.

Objectives: The study aimed to understand TikTok content that claims to promote understanding of ADHD. It examined how ADHD was portrayed, the mental health messages, and how exposure may shape adults’ perceptions of ADHD.

Methodology: A qualitative design was employed to analyse secondary data from TikTok videos. Guided by critical realism and social constructionism, the study used content analysis to examine the multimodal features of the videos.

Participants: The final sample included 92 ADHD-related videos identified through searches using #ADHD and #mentalhealth hashtags. Participants were aged 18 and over, the majority were female, White British, and their combined follower count exceeded 37 million.

Results: Five categories were developed. They highlighted how TikTok operates as a lay classroom offering psychoeducation, personal storytelling through methods such as humour, and peer advice. It highlighted how some creators benefited from financial incentives. Although TikTok creates a community for those living with ADHD to share their perspectives, it runs the risk of overgeneralisation and misinformation regarding symptoms, medication, and management strategies.

Conclusions: TikTok is an emotionally engaging community for some, spreading awareness and providing support. However, the accuracy of ADHD is inconsistent; therefore, viewers should be critical of the information they consume and interpret on TikTok.