Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.

The helping professions have long understood that secondary traumatic stress and its counterparts of burnout, compassion fatigue and vicarious trauma are a problem for workers in the field. However, less is known about the impact of the issue on students who have placements. Using the Secondary Traumatic Stress Scale (STSS), this quantitative research study seeks to explore if a convenience sample of 45 students on two programmes in the field was affected. The results show several non-significant results, suggesting that the number of weekly caring responsibility hours did not predict perceived STSS scores after placement and that high-scoring students have shown no significant difference in STSS scores before and after placement. Overall, we also found that the subsample of ten students with caring responsibilities had higher STSS scores. The article discusses well-being in students generally, incorporating trauma-informed perspectives. While no students in this study were affected, the discussion examines what can be done to better support students from an ecological perspective to protect and prepare them for their placements and future careers. Finally, this article calls for policy and practice in education and the curricula of the helping professions to routinely incorporate awareness of the issues in training and supervision.