Language and literacy difficulties are the most common learning difficulties in Australia, and individuals with language and literacy difficulties are vulnerable to mental health problems. Language and literacy difficulties are also associated with suicide, delinquency, and incarceration. However, why these difficulties are associated with poor psychosocial outcomes is unclear, and current evidence-based psychological interventions (‘talking therapies’) are not accessible for individuals who struggle with language and literacy. Critically, while language and literacy difficulties persist into adulthood, most research focuses on childhood and adolescence. Given, the transition out of the school environment into workplaces and tertiary education can be particularly stressful, it is important to understand how to support emerging adults with language and literacy difficulties.
The proposed PhD project will be embedded within a well-funded research program (MRFF, Healthway, Raine Medical Research Foundation, Speech Pathology Australia, DLD Project) that seeks to address these challenges.
Aim
Our Research Group focuses broadly on mental health and wellbeing in the context of language and literacy difficulties. The overarching aim is to develop and evaluate evidence-based interventions promoting mental health among youth and their families. A particular focus is on identifying risk and protective factors associated with mental health in the context of language difficulties and developing accessible interventions. This research program in the context of emerging adulthood will parallel our substantial research on language, literacy, and mental health among children and adolescents.
Objectives
Two example projects are outlined below, but the PhD will be developed with the candidate’s input. There is significant flexibility in topic, as long as the PhD is in the scope of language/literacy difficulties and mental health.
1) Understanding impacts of language and literacy difficulties on the mental health and wellbeing of emerging adults
Most research investigating the impacts of language and literacy difficulties on mental health focuses on childhood and adolescence. However, the transition out of the school environment into the workplace can be particularly stressful. The candidate could scope the literature on mental health among young adults with language and literacy difficulties, to identify research gaps and opportunities. Building on this, the candidate could conduct in-depth interviews with emerging adults regarding this transition. Interviews could be thematically analysed, with the aim of identifying factors associated with mental health among, as well as priorities for intervention. Interviews could also identify facilitators and barriers to mental health services for older adolescents and young adults.
Additionally, extending the findings from qualitative work, the candidate could quantitatively test associations between language/literacy difficulties and mental health among older adolescents and young adults, and test if these associations are moderated and/or mediated by potential risk/protective factors (e.g., social support, community connection, employment etc). Together, these studies would provide a strong foundation to underpin the development of programs designed to support the mental health and wellbeing of youth with language and literacy difficulties as they make the transition from school into the ‘real world’.
2) Supporting academic and mental health needs of tertiary students with language and literacy difficulties
Given the increased demands on reading and communication, the transition to tertiary study can be particularly stressful for students with language and literacy challenges. While there is increasing recognition of neurodiversity within tertiary settings, the focus has typically been on autism and ADHD. Understanding how best to support tertiary students with language and literacy challenges is a critical gap.
There is potential for both qualitative and quantitative research to understand the academic and mental health needs of tertiary students with language/literacy difficulties, as well as opportunities to design and evaluate programs supporting both academic and mental health outcomes. The successful candidate could scope the existing literature, interview tertiary students with language and literacy difficulties regarding their educational experiences and preferences for educational supports, quantitatively test potential risk and protective factors (e.g., coping skills, social support, and connection) and develop and evaluate resources to support their wellbeing.
However, these are all just examples of the types of studies that could be conducted, but the PhD will be developed in conjunction with the successful candidate.
Significance
This research conducted as part of this PhD will further understanding of associations between language/literacy difficulties and social and emotional wellbeing and result in the development of effective and accessible mental health interventions. Importantly, it will move the research field beyond childhood and adolescence and directly address emerging adulthood, a critically overlooked demographic.
Our research has been developed in direct collaboration with clinicians and service providers, who have identified psychosocial support for young adults with language/literacy difficulties as a rapidly growing area of need, with increasing demand for services. This project addresses clear inequities in service access for youth with language and literacy difficulties, improving mental health support and preventing
Ideal Candidate
We are looking for a self-motivated PhD candidate with and undergraduate degree in Psychology, or another related field (e.g. Speech Pathology, Education), excellent organisation, problem-solving, and project management skills. Additionally, the applicants should meet the eligibility criteria for entry into a PhD program at Curtin University.
This project is open to Domestic applicants only.
Internship
Through this project you will also have an internship opportunity. Our research in this area has been developed in direct collaboration with clinicians and service providers, who have identified psychosocial support for children with language/literacy difficulties as a rapidly growing area of need, with increasing demand for services. Partners include the Dyslexia-SPELD Foundation, Fremantle Speech Pathology Services, MultiLit, and the Association of Independent Schools of Western Australia. All of these partners would be able to provide excellent internship opportunities.
Scholarship
If you are identified as the preferred candidate for this project, you may be considered for an RTP scholarship.
Enquires and How to Apply
For enquires about this opportunity contact Professor Mark Boyes at Mark.Boyes@curtin.edu.au
To formally apply submit an Expression of Interest to Professor Mark Boyes during the Central Scholarship round (July 1st – July 31st 2026)