The current study took a systemic perspective to explore how secondary schools promote emotional wellbeing and learning in their dyslexic pupils through the development of self-efficacy. Developmental dyslexia is a reading ' disability of neurological origin that persists throughout life despite adequate education, intelligence and socioeconomic background (Snowling, Bishop, & Stothard, 2000). It is well documented that the lived experience of pupils with learning difficulties can be a painful one and has implications on school attainment daily. Willcutt and Pennington (2000) suggest that the academic under achievement associated with dyslexia may predispose children to become more withdrawn, anxious and depressed than children without dyslexia. In addition, there seems to be a growing body of evidence on the serious short and long-term effects of dyslexia. In particular the British Dyslexia Association (2012) draw attention to the relationship between crime and illiteracy. The county who commissioned this research recognizes the need for dyslexic pupils to have individualised teaching that suppOlis their learning and emotional wellbeing. The study used a sample of foui' students, four parents and four teachers, across two secondary schools, who were interviewed to gain a richer understanding of the research topic. These interviews were analysed using grounded theory and guided by a critical realist perspective. The results highlighted the importance of the environment surrounding the student in the development of a positive identity as a learner (which included their self-efficacy belief). It was vital for students to experience enjoyment and success in learning. The , factors within their environment that facilitated this success and enjoyment were peer and teacher awareness of dyslexia, positive family views of dyslexia and ICT access. All of this was supported by a strong, positive home-school relationship.