This study examines the experiences of dyslexic higher education students, focusing on stigma experiences and coping in face-to-face and remote learning settings during and beyond the COVID-19 pandemic. It aims to address three key questions:
RQ1: What were the perceived impacts of remote learning on the stigma experienced by higher education dyslexic students?
RQ2: What coping mechanisms do dyslexic higher education students adopt to cope with dyslexia-related stigma?
RQ3: Do higher education dyslexic students perceive a difference between remote learning and face-to-face learning stigma, and do they think they cope with it differently?

Semi-structured interviews were conducted with six dyslexic higher education students, utilising vignettes to evoke memories of stigmatizing experiences and coping mechanisms. The transcripts were qualitatively analysed using Interpretative Phenomenological Analysis (IPA). The analysis identified eight thematic groups, including Self-stigma, Stonewalling, Public stigma, Disclosure avoidance, Non-coping, and Help-seeking behaviours. This presentation will focus on the impact of differing learning environments on self-stigma, self-esteem, self-efficacy, and the burnout associated with coping strategies like overcompensation. Self-stigma emerged as a prominent theme, manifesting as shame, fear of disclosure, and perceived judgment from peers and educators. Coping mechanisms were characterized by disclosure avoidance, lack of help-seeking, and masking. Participants also emphasized a link between self-efficacy, stigma, and coping. This study feeds into the development of a stigma and stigma-related coping scale to further investigate stigma prevalence across different learning environments. It emphasizes the importance of fostering inclusive environments that prioritise accessibility and support dyslexic students.

Keywords: Dyslexia, Stigma, Coping Mechanisms, Education, Learning Environment, Self-efficacy, Help-seeking, Masking, fear of disclosure, Burnout, Self-esteem.