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It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole\u2010school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.<\/jats:p>","DOI":"10.1002\/dys.1768","type":"journal-article","created":{"date-parts":[[2024,6,7]],"date-time":"2024-06-07T04:14:06Z","timestamp":1717733646000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England"],"prefix":"10.1002","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4408-3907","authenticated-orcid":false,"given":"Georgina","family":"Nnamani","sequence":"first","affiliation":[{"name":"School of Environment, Education and Development The University of Manchester  Manchester UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,6,7]]},"reference":[{"key":"e_1_2_9_2_1","volume-title":"Dyslexia and mental health: Helping people identify destructive behaviours and find positive ways to cope","author":"Alexander\u2010Passe N.","year":"2015"},{"issue":"2","key":"e_1_2_9_3_1","first-page":"331","article-title":"Young Italian NEETs (not in employment, education, or training) and the influence of their family background","volume":"11","author":"Alfieri S.","year":"2015","journal-title":"Europe's Journal of Psychology"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.12816\/0003139"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9604.2009.01400.x"},{"key":"e_1_2_9_6_1","volume-title":"Key perspectives on dyslexia: An essential text for educators","author":"Armstrong D.","year":"2015"},{"key":"e_1_2_9_7_1","volume-title":"Effective school partnership and collaboration for school improvement: A review of evidence","author":"Armstrong P.","year":"2015"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10802-005-1828-9"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/0142569032000127125"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/03004279.2019.1653349"},{"key":"e_1_2_9_11_1","unstructured":"Briggs J.(2024).Critical appraisal tool. 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