This research aims to develop knowledge of dyslexia from the subjective experiences of dyslexic students currently attending mainstream, state schooling in England. As the importance of identifying dyslexia early within a student’s schooling, to prevent educational failure, is generally agreed (Rose 2009) research within the field of dyslexia remains predominantly concerned with neurological and cognitive studies of causation, identification, and remediation. Consequently, to date, there is limited research designed to gain an understanding of dyslexia through the lived experiences of dyslexic individuals. The current research draws upon twenty-one school-aged students and explores their lived experience of being identified and labelled as dyslexic and the effects of dyslexic difficulties within their schooling. The research was guided by the interactional approach to disability (Shakespeare 2014). The research was guided throughout by a qualitative approach to data collection. The data was derived using a digital communication aid entitled ‘Talking Mats’ and follow-up semi-structured interviews. The dyslexic students who participated in this research came from one mainstream state secondary school and three mainstream state primary schools in England. The data collected was analysed using thematic analysis and three overarching themes emerged. These were: Diagnosis, dyslexic students’ experiences of the process of being identified and labelled as dyslexic, Dyslexia, the difficulties experienced by dyslexic students in the classroom and Discrimination, dyslexic students’ experiences of discrimination and the effects within schooling. The students’ experiences suggest that regardless of the age of being identified and labelled as dyslexic, the experience of the assessment process remained a challenging experience, that did not aid their understanding of dyslexia. Despite their diagnosis, the students continued to experience a range of difficulties predominantly with reading, spelling, and handwriting. Although the students requested the use of reasonable adjustments to lessen their difficulties this was often denied. This research highlighted a multitude of barriers these dyslexic students experienced within school, for example, discrimination, humiliation, and punishments.

This thesis aims to advance understanding of how behaviour that constitutes sexual harassment, as the imposition of unwelcome attention based on sex or gender, is embedded within the everyday working lives of secretaries. This aim is achieved through the reporting of results from a number of research studies including a self-report questionnaire completed by secretaries, an examination of texts and advertisements concerning secretarial work, and two ethnographic studies of the secretarial workplace. The thesis reports research that demonstrates the limitations of commonly used investigative methods which abstract sexual harassment events from the immediate microsocial context in which they occur, and arguments are made for the centrality of an approach to sexual harassment research that acknowledges and prioritises the intrinsic socially situated nature of sexual harassment. Research is reported that demonstrates how sexually harassing behaviour carries out multiple social functions within everyday interaction. Research is reported that analyses how social rules for interaction, set within cultural structures defining identity and status, limit the possibilities for effective challenge of sexually harassing behaviour. Research is reported that considers the place of certain features of social identity as they are culturally constructed particularly around women, and secretaries, in influencing the conditions for sexual harassment to occur and to pass unchallenged. Implications of the findings are discussed in relation to the project to eliminate sexual harassment.

Research in the field of bisexuality has identified that bisexuals experience a unique kind of phobia, in that phobic responses to their sexual preferences appear from both mainstream and LGBT communities. However, little research in the UK has been conducted within the arena of sport culture to cater for the particular welfare needs of bisexual athletes. As an additional consequence, there is little theorisation of bisexuality available within the context of sport sociology. This research contributes to debates in the politics of identity by exploring a fairly new landscape within sport culture using a Foucauldian analysis of power. Discourse analyses have been utilised to interpret thirteen semi-structured interviews conducted with British athletes on the topics of bi-invisibility and the general problem of homophobia. This research also contributes to discussions concerning the mobilisation of power through discourse – certain discursive practices function to legitimize normative over non-normative sexualities and queer/fluid/bisexual identities are further stigmatized and othered. The main findings suggest that exclusions are mobilised most effectively, ironically, through sport cultural practices of inclusion, in that they are almost exclusively sexual identity-based. Additionally, this study offers a theoretical explanation for the peripheralisation of bisexuality in sport culture which can shed new light on bisexual theory in mainstream culture. It makes important suggestions as to the new directions future research can take in order to advance the current knowledge bases concerning the effects of bantering. This research proposes that practices of bantering can be just as marginalising as those of bullying. In the resultant climate of covert exclusions, organizational sporting bodies could benefit from paying close attention to the disempowering effects of biphobic and homophobic language, whether humorously intended or otherwise. This is with particular respect to youth footballing academies and spectator communities.

Peer support approaches, where pupils offer formal support to others, are used in schools as an additional source of pastoral care. Previous research shows benefits for whole school environments, pupils who receive support, and pupil peer supporters, but is largely limited to Western case studies, which are often short-term and/or limited to qualitative data. This thesis addresses these issues through cross-national work on peer support use, and longitudinal case studies. Peer support use in Japan was investigated through a qualitative study. A range of approaches was seen and major themes identified, including the evolution of Japanese peer support, conflicts in approaches, and an emphasis upon community. A qualitative study in South Korea explored peer support and other anti-bullying initiatives, both proactive and reactive. Thematic analysis showed the importance of collectivist values, and a gap between policy and practice. Peer support was little used and, despite positive attitudes, barriers were perceived. A comparison of the UK, Japan and South Korea considered the impact of cultural values, education systems and the nature of bullying upon peer support use. Two mixed methodology case studies of peer listening schemes in UK secondary schools were conducted, one over 18 months and another over six months. Both schemes had the general aim of providing additional pupil support, without focus on particular outcomes. Impact upon the domains typically benefited by peer support was evaluated; findings were broadly similar. Pupil awareness of the service was high, but in-depth knowledge was weaker and use was low. Attitudes were mixed, impact upon bullying and school climate was limited, but users and peer supporters perceived benefits. Both schemes evolved to include multiple approaches, and practical factors affecting development and effectiveness were identified. Finally, implications for peer support practice are drawn from the findings as a whole, and future research directions suggested.