This informal CPD article, ‘Why Training Teachers About Dyslexia Must Go Beyond Reading and Writing’, was provided by Toni Horn at NeuroEmpower, who offer educational and neurodiversity workshops, training packages for organisations looking to understand the strength of neurodiversity and upskill their workforce.
For children with dyslexia, the school experience can either build confidence or quietly chip away at it. While there’s growing awareness of dyslexia in education, many teachers are still left without the depth of training needed to properly support these learners. And while learning strategies are important, they’re only part of the solution. What’s often left out is something that matters just as much, how dyslexia feels.
Learning how to teach a dyslexic student isn't just about literacy techniques. It’s about understanding the emotional weight a child might carry when they're always behind their peers. A child who dreads reading aloud or fears being laughed at isn't just struggling academically; they’re hurting emotionally. That’s why any training around dyslexia should include not just what to do, but how to be.
When a Teacher Sees the Whole Child
James was nine when his teacher started to notice he was falling behind. But instead of assuming he wasn’t trying, she took a step back and considered that there might be more going on. She had recently attended a course on dyslexia and recognised some of the signs. With patience and practical support, audiobooks, coloured overlays, and one-on-one time, James began to catch up. But what made the biggest difference was that his teacher made space for him to talk.
He admitted he hated reading in front of others because he was afraid of messing up. His teacher gave him reassurance and worked with him gently to rebuild his confidence. Within months, he went from being quiet and withdrawn to putting his hand up again. His mum later said, “She didn’t just help him read, she helped him feel good about himself again.”
When Support Is Missing
Leila had a very different journey. Throughout primary school, she was told to try harder. Her spelling was a mess, her reading slow, and her homework often unfinished. No one thought to ask why. She was labelled as lazy, distracted, and at times, even defiant. The truth? Leila had undiagnosed dyslexia, and the longer it went unnoticed, the more her confidence faded.
By the time she reached secondary school, Leila had stopped trying altogether. She rarely spoke up in class and often avoided school. She was eventually diagnosed in Year 10, but the emotional damage had been done. “If just one teacher had noticed earlier,” she said, “maybe I wouldn’t have spent all those years thinking I was stupid.”
What Teacher Training Needs to Cover
Good training covers reading techniques. Great training goes deeper.
Educators need to understand how to spot early signs of dyslexia and how to adjust their teaching methods, yes. But they also need to recognise how shame and anxiety show up in the classroom. They need to know how to help a child feel safe before anything academic can begin.
When we talk about dyslexia, we must also talk about:
- How it affects confidence and mental health
- How to create a classroom where mistakes aren’t feared
- How to speak to children (and parents) with empathy
- How to focus on a child’s strengths, not just their struggles
The Impact of Doing It Right
A well-trained teacher can make a significant difference for a child. They might be the first adult to say, “I believe in you,” or the first to notice a child hiding their work out of embarrassment. They can explain things differently, advocate for support, and help build a positive identity around learning, not one based on failure.
Dyslexic children often have incredible creativity, problem-solving skills, and verbal insight. But without support, these strengths can be overshadowed by years of feeling ‘not good enough’.
The Cost of Getting It Wrong
When dyslexia is misunderstood or missed altogether, the impact goes far beyond poor test scores. Many children may internalise the belief that they're not intelligent. This can contribute to problems such as low self-esteem, anxiety, disengagement from learning, and in some cases, leaving education early.
And the saddest part? Many of these outcomes may be preventable with appropriate support provided early enough.
Final Thoughts
Teaching children with dyslexia isn’t just about helping them read better; it’s about helping them feel better, too. It’s about recognising the child behind the struggle and remembering that academic success means little if a child loses belief in themselves along the way.
Every teacher has the chance to make a difference, but they need the tools, the training, and the time. And that training must cover both how to teach and how to care.
Because for a dyslexic child, having just one adult who understands can make all the difference in the world.
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