Over the years, I’ve had countless conversations with dyslexic children, both through my work as a specialist teacher and assessor, and in my own home with my daughter. Again and again, the same frustrations, hopes, and needs arise. These children don’t just want to do well in school; they want to feel understood. They want their teachers to see beyond the struggles and recognise their potential.
As an educator, you have the power to shape a dyslexic child’s self-esteem, resilience, and love of learning. Here’s what they really want you to know.
1. I’m Not Lazy – I’m Trying My Best
One of the most painful misconceptions about dyslexia is that it’s linked to laziness. It’s not. I’ve seen children working twice as hard as their peers just to keep up with reading and writing tasks, often feeling exhausted by the end of the day. If I seem slow or hesitant, it’s not because I’m not trying; it’s because my brain processes information differently. A little patience and encouragement from you can make all the difference.
2. I Need Extra Time – And That’s Okay
Reading, writing, and processing tasks take me longer, and that’s not a weakness; it’s just the way my brain works. Extra time on tests and assignments isn’t a special privilege; it’s necessary to show what I truly know. Rushing me or pointing out that I’m slower than others only adds to my anxiety. When you give me the time I need, I can focus, think, and perform at my best.
3. I Learn Differently – But I Can Still Learn
Dyslexia doesn’t mean I can’t learn; it just means I learn in a different way. Many dyslexic children I’ve worked with thrive when lessons include multi-sensory approaches, visual aids, hands-on activities, and discussions instead of just reading and writing. Breaking information into manageable chunks can also be a game-changer. The more flexible your teaching methods, the more students (not just the dyslexic ones!) will benefit.
4. Reading Out Loud Is Hard for Me – Please Don’t Make Me Do It
For many dyslexic children, being asked to read out loud in class is one of the most stressful experiences imaginable. I’ve had children describe when they have frozen, stumbled, or whispered through tears because they were so afraid of making mistakes in front of their classmates. I know this feeling all too well. I used to dread reading out loud in class. I would count ahead, trying to figure out which paragraph I’d have to read, so I could practice. But I was so focused on that, I had no idea what was actually happening in the story. When my turn came, I’d stumble through the words, my heart racing, just trying to get through it. While reading practice is important, forcing a child to read aloud can crush their confidence. Instead, give them choices, let them practice at home first, work with a partner, or read along silently.
5. Positive Reinforcement Goes a Long Way
Many dyslexic children I’ve worked with doubt themselves daily. My daughter has struggled with this too, feeling like she wasn’t good enough simply because reading was harder for her. Your words matter. When you notice my efforts, celebrate my progress (even the small wins), and remind me of my strengths, you help me believe in myself. A little encouragement can go a long way in building my confidence and resilience.
6. Homework Takes Me Much Longer Than My Peers
What might take another student 20 minutes could take me an hour or more. By the time I’ve finished, I’m often exhausted and frustrated. Please appreciate the effort I put in and consider adapting homework tasks so they are accessible and useful. Quality is more important than quantity; shorter, targeted assignments can be far more beneficial than lengthy tasks that leave me feeling defeated. When homework is designed with my needs in mind, I can engage with it and actually learn from it.
7. I Need Your Support and Understanding
School can be overwhelming for me. Some days, I might feel frustrated, exhausted, or even ashamed of my struggles. What I need most is a teacher who understands that dyslexia isn’t a lack of effort or ability, it’s just a different way of thinking. When you take the time to learn about dyslexia, advocate for accommodations, and create a safe, supportive classroom, you help me feel valued and capable.
Final Thoughts
Through my work as a dyslexia specialist, I’ve seen firsthand how the right support can transform a child’s experience in school. When teachers take the time to understand dyslexia and make small adjustments, they create an environment where dyslexic learners can truly thrive. No two children with dyslexia are the same, but one thing is certain: feeling supported and understood makes all the difference.
If you’d like to learn more about supporting dyslexic students, check out Dyslexia Bedford for resources, assessments, and expert guidance. Together, we can make education a place where dyslexic learners don’t just survive, they thrive.