Dyslexia is not just about literacy. It’s about identity, confidence and potential. When schools get it right, the ripples reach far beyond the classroom, writes Michelle Catterson.
One of my sons is dyslexic. He also has ADHD. Like many families, we have experienced the frustrations and challenges of navigating a system that does not always understand or support neurodiverse learners. Many children arrive at school already carrying feelings of frustration, embarrassment or even shame. Without the right support, these can quickly manifest as anxiety, behavioural difficulties or disengagement from learning. But dyslexia does not equate to a lack of intelligence or ambition. Effective support for dyslexia goes beyond specialist literacy teaching. It relies on a whole culture of understanding. When all staff are trained in the learning and pastoral needs associated with dyslexia, students feel recognised and supported.
The impact of dyslexia is never confined to the individual child. Families often arrive at school exhausted after years of fighting for support, navigating assessment systems and watching their child struggle in mainstream settings. Our role is not only to educate the student, but to rebuild the family’s confidence in education itself.
Educators
There are many small but powerful ways to make classrooms more dyslexia-friendly. Multi-sensory teaching approaches, visual prompts and structured literacy interventions make a difference. The use of assistive technology, from text-to-speech software to typing programmes, can transform access to learning. But strategies alone are not enough. The pastoral environment matters just as much. Creating a culture where mistakes are seen as part of learning, where students are not singled out and where their strengths are celebrated can transform their confidence. Every teacher is a teacher of wellbeing, especially for students with SEN.
Parents
Parents often ask me what they can do at home to support their child. My advice is always to balance targeted literacy support with confidence-building. Celebrate your child’s talents, whether in art, sport, problem-solving or creativity. Encourage resilience and self-advocacy. Work in partnership with the school, and never underestimate the power of believing in your child’s potential.
Leaders
For school leaders, embedding SEN cannot be an afterthought or the responsibility of a single SENCo. It must run through the culture of the school. This means ensuring CPD for all staff, prioritising inclusion in pastoral systems and making SEN a leadership focus. SEN must be central to a school’s ethos if we are to create an environment where every child feels they belong.
Dyslexia support is not only about academic achievement. It’s about life chances. Without support, children risk disengagement, poor self-esteem and limited opportunities. With support, they can and do thrive. Our role as educators is to ensure that no child’s potential is limited by a lack of understanding or access to support. By working together, schools, families and communities can create environments where every young person with dyslexia can flourish.
As I reflect on my own career, my role as educator, parent and leader, I am struck by one truth: when we invest in dyslexia support, we are investing in people. And when we get it right, the ripple effects are felt for a lifetime. We are investing in the potential of every young person to thrive, not just academically, but as confident, fulfilled individuals.