This thesis explores the feelings and experiences of a small group of adults,
educated in the English state school system, who either did not achieve a
pass (grade C/grade 4) in English language GCSE (or equivalent) by the time
they left school, or who struggled with the acquisition of literacy during their
school years. It considers why some adults feel that they have not been able
to access the knowledge and skills they need to achieve the literacy level they
would like, and the ways in which this has affected them.

In investigating the experiences of adults who have encountered literacy
inequalities, this thesis aims to contribute to filling the gap in the existing
literature on the experiences of adults who are often underrepresented. It
critically considers current approaches to the position of adults who do not
have the level of literacy they require. The research reflects on how those
experiences affected them in later life and the motivation behind those who
returned to education as adults to study GCSE English. It also considers the
implications of these findings for future educational policy and practice.

The findings indicate that the participants felt difficulties with literacy had
negative effects on their lives, affecting their self-confidence, causing them to
have feelings of low self-worth and limiting their career choices. It offers an
insight into an important area of study and may be seen as a starting point for
future research in this area. The intention was to gather the rich, personal
experiences of the participants’ literacy journeys and provide a voice for those who have experienced feelings of not having achieved a sufficient level of
competence in English for their needs. The results of the feelings and opinions
they expressed suggest there may be benefits in addressing certain failures in
the English education system, which can have a profound effect on children
and on their lives going forward into adulthood.