This article sought to analyze the emotional implications of dyslexia and school experiences in children and adolescents attended at a Specialized Center for children and adolescents with learning disorders. The research had a descriptive and analytical character, being qualitative in nature. Regarding the instruments used in data collection, a semi-structured interview and two tests were used to assess emotions: the Multidimensional Anxiety Scale for Children and Adolescents (MASC) and the Children's Depression Rating Scale (CDRS-R), in order to add greater results to the study, all were analyzed from a qualitative perspective. Data analysis was carried out in three stages: Pre-analysis; Exploration of the material; Treatment of results, inference and interpretation. The research had eleven participants, ten children and adolescents, in addition to the emotional educator responsible for accompanying them. The results suggest that, in addition to the neurobiological difficulties inherent to dyslexia, there are emotional factors, which can significantly interfere in the daily life and self-concept of the person with dyslexia, as well as negative repercussions in the school environment, difficulties in acquiring reading and writing make them more exposed to embarrassing situations and bullying. Therefore, it is imperative to maintain a holistic view of this population, in order to provide them with more effective support, given the chronicity of this disorder.