Dyslexia | Emotional and Social Impacts

Dyslexia is a common learning difficulty that primarily affects an individual’s ability to read, write, spell and process language. The NHS estimates that up to 10% of people in the UK have some degree of dyslexia. People with dyslexia may struggle with recognising words, spelling and decoding letters or sounds, which can make learning in traditional academic settings more challenging.

While dyslexia is often discussed in terms of its academic impact, it is equally important to understand its broader emotional and social consequences. Living with dyslexia can lead to feelings of frustration, anxiety and low self-esteem, particularly when academic difficulties go unrecognised or unsupported. Furthermore, the condition can create social challenges, including stigma, bullying and misunderstandings from peers and educators. Recognising the emotional and social dimensions of dyslexia is essential for creating environments that support and empower individuals with dyslexia and help them reach their full potential.

Understanding Dyslexia

Dyslexia is a type of specific learning difficulty that affects abilities necessary for learning, such as reading, writing, spelling and understanding language. It is characterised by difficulties in decoding letters, recognising words and understanding the relationship between sounds and symbols. Because dyslexia is a lifelong difficulty, someone with the condition is likely to experience difficulties and challenges throughout their lives.

Dyslexia is a neurological condition rooted in differences in how the brain processes language. It affects individuals differently, with some experiencing mild symptoms while others may face more severe difficulties in literacy-related tasks. Despite the reading and writing struggles associated with dyslexia, it is important to understand that it is not linked to a person’s cognitive abilities. Dyslexia is not a learning disability, meaning that intelligence is unaffected. Instead, dyslexia can create a barrier that can make it difficult for a person to learn and achieve their full potential. Many individuals with dyslexia have average or above-average intelligence and excel in areas such as creativity, problem-solving and visual thinking. This variation in strengths and challenges highlights the diversity in how dyslexia manifests and emphasises the need for tailored support.

The common signs of dyslexia in children include:

Difficulty learning to read: Struggles with recognising letters, matching sounds to letters or learning the alphabet.
Reading below the expected level: Despite normal intelligence, a child with dyslexia may fall behind in reading compared to peers.
Letter reversals: Confusing letters that look similar (e.g. ‘b’ and ‘d’ or ‘p’ and ‘q’) is common, especially in young children.
Difficulty with phonological awareness: Trouble breaking down words into individual sounds (e.g. recognising that ‘cat’ consists of /c/ /a/ and /t/ sounds).
Slow and effortful reading: Reading may be laborious, with frequent hesitations, mispronunciations or difficulties sounding out unfamiliar words.
Spelling difficulties: Frequent spelling mistakes, including inconsistent spelling of the same word and difficulty remembering how words are spelt.
Trouble with word retrieval: Difficulty finding the right word or recalling vocabulary, sometimes leading to avoidance of speaking or writing.
Difficulty with sequencing: Struggles with tasks that require ordering steps, such as telling stories in sequence or following multi-step directions.
Low self-esteem: Emotional signs like frustration, anxiety or avoidance of schoolwork due to frequent academic challenges.

The signs of dyslexia in adolescents and adults can differ significantly, particularly because they may have developed coping strategies.

The common signs of dyslexia in adolescents and adults are:

Difficulty with reading comprehension: Problems understanding or retaining what they’ve read, even if reading speed improves.
Avoidance of reading: Adults or older children may avoid reading tasks and prefer activities that don’t involve written language.
Poor spelling: Spelling remains inconsistent and error-prone, even with familiar or frequently used words.
Difficulty with written expression: Struggles to organise thoughts on paper, resulting in poor grammar, incomplete sentences or unclear writing.
Difficulty learning foreign languages: Learning a new language may present additional challenges due to difficulties with sound-symbol relationships.
Slow writing: Writing may be slow and effortful and it can be hard to complete written tasks on time.
Problems with time management: Difficulty estimating how long tasks will take or organising time effectively.

Emotional Impact of Dyslexia

Individuals with dyslexia often face significant emotional challenges, many of which stem from the difficulties they encounter in academic settings. These emotional struggles can have lasting effects if not properly addressed and can lead to a range of mental health concerns.

One of the most common emotional experiences for individuals with dyslexia is frustration. Struggling with tasks that seem easy for others, such as reading or spelling, can lead to a deep sense of dissatisfaction and helplessness. This frustration often builds over time, especially when repeated efforts to improve fail to make a noticeable difference. Children with dyslexia may start to dread school, homework or any situation where their reading or writing abilities are put to the test.

This persistent struggle often results in anxiety, especially in academic environments. Fear of making mistakes or being embarrassed in front of peers can cause students to avoid speaking up in class or participating in activities that involve reading aloud. The constant pressure to perform academically, coupled with the internal fear of failure, can lead to chronic anxiety, particularly in school-aged children and adolescents.

As individuals with dyslexia repeatedly encounter challenges and setbacks, their self-esteem can be significantly impacted. Many come to view their difficulties as a personal failing, rather than a result of a learning difference. This sense of low self-worth can become deeply ingrained and this can lead to a negative self-image. Children, for example, might start believing that they are ‘stupid’ or ‘not good enough’, which can reinforce feelings of inferiority compared to their peers.

Academic struggles often lead individuals with dyslexia to question their abilities, even in areas unrelated to reading and writing. When children with dyslexia are repeatedly told to ‘try harder’ or ‘pay more attention’, they may internalise these messages as proof of their inadequacy. This creates a cycle of self-doubt where they become hesitant to tackle new challenges because of their fear of failure, disappointment or embarrassment.

As this sense of inadequacy grows, individuals may start to limit themselves and avoid tasks or opportunities that they believe will expose their weaknesses. Over time, this self-doubt can affect other areas of life, including relationships, career choices and personal goals, which can further limit their potential.

When dyslexia goes unrecognised or unsupported, the long-term emotional toll can become overwhelming. Persistent feelings of frustration, anxiety and inadequacy may lead to more severe mental health issues, such as depression. Individuals with dyslexia are at a higher risk of developing depression due to the constant stress of trying to meet expectations they feel incapable of achieving.

Depression can manifest in various ways, such as withdrawal from social activities, a lack of interest in hobbies or feelings of hopelessness. In some cases, untreated dyslexia can also lead to behavioural problems, as individuals may act out in frustration or disengage from their environment entirely.

Without proper support, these emotional and mental health challenges can worsen and affect not just academic performance but overall quality of life. This is why early diagnosis and intervention are essential for helping individuals with dyslexia manage both the academic and emotional hurdles they face.

Dyslexia not only impacts academic performance but also significantly affects social interactions and relationships. Individuals with dyslexia often face social difficulties stemming from misunderstandings, miscommunications and the stigma surrounding their condition. These challenges can significantly affect their ability to connect with peers, build friendships and thrive in social environments.

Children and adolescents with dyslexia are at a higher risk of being bullied or teased because of their difficulties with reading, writing or spelling. Peers may mock them for reading aloud slowly, making spelling errors or struggling with tasks that others find easy. This ridicule can lead to feelings of humiliation and shame, which may cause individuals with dyslexia to withdraw from social interactions or avoid situations where they might be judged.

Misunderstandings from teachers and peers also contribute to social isolation. Teachers who are unfamiliar with dyslexia may assume that a student’s struggles are due to laziness or a lack of effort, which can result in unfair expectations or punishment. Similarly, peers might interpret these difficulties as a lack of intelligence or capability, which can reinforce negative stereotypes and exclusion from group activities. As a result, individuals with dyslexia may feel isolated, both in and out of the classroom.

Dyslexia can also affect communication skills and make it harder for individuals to engage in confident social interactions. For example, some people with dyslexia have difficulties with word retrieval, which can make conversations slower and more difficult to navigate. They may struggle to find the right words or phrases, which can lead to pauses in conversation or miscommunications. This can create anxiety in social settings, where the pressure to respond quickly or participate in discussions can feel overwhelming.

Additionally, challenges with organising thoughts, both in writing and speaking, can affect the ability to express ideas clearly. These struggles can be misinterpreted by others as a lack of understanding or disinterest, which can further reinforce the sense of exclusion. Over time, the fear of saying something ‘wrong’ or being misunderstood may lead individuals to avoid social situations altogether, further deepening feelings of loneliness.

One of the biggest social barriers faced by individuals with dyslexia is the stigma attached to the condition. Many people still hold misconceptions about dyslexia, often wrongly associating it with low intelligence or laziness. These stereotypes contribute to a culture of judgement and exclusion, where individuals with dyslexia may be unfairly labelled as ‘slow learners’ or ‘unmotivated’.

This stigma can exacerbate existing social challenges, as individuals with dyslexia may feel reluctant to disclose their condition for fear of being judged or treated differently. In some cases, even well-meaning teachers or peers may offer unsolicited help or overcompensate, which can unintentionally make the individual feel incapable. The pressure to hide their difficulties, combined with the weight of these misconceptions, can increase feelings of shame and reinforce social withdrawal.

Addressing the stigma and raising awareness about dyslexia is essential for alleviating these social challenges. By creating a more inclusive and understanding environment, individuals with dyslexia can feel more comfortable participating in social activities, forming connections and developing the communication skills necessary for positive social interactions.

Dyslexia can profoundly affect relationships with family, friends and educators, as well as a person’s overall social development. When the condition is misunderstood or unsupported, it can lead to strained family dynamics, difficulties in forming friendships and challenges in participating in group activities.

Dyslexia can create significant tension in relationships, particularly with family members and educators who may not fully understand the condition. In families, parents or siblings might misinterpret the challenges of dyslexia as laziness, lack of motivation or inattentiveness, which can lead to frustration and misunderstandings. Parents who don’t recognise the signs of dyslexia might place unrealistic expectations on their children, pressuring them to perform better academically without realising the neurological barriers they are facing. This can cause children with dyslexia to feel inadequate or unloved and strain the parent-child bond.

Similarly, teachers and educators play a critical role in the lives of students with dyslexia. When teachers fail to recognise dyslexia or provide the necessary adjustments, students can feel unsupported in the classroom. This lack of understanding from educators may result in negative interactions, where students feel unfairly judged or penalised, which further damages their confidence and trust in authority figures. Conversely, supportive and knowledgeable teachers can have a positive influence by helping students build self-confidence and overcome academic challenges.

Friendships can also be affected by dyslexia, especially in environments where reading and writing are essential. Children with dyslexia may feel embarrassed about their difficulties and avoid situations where these skills are required, such as group projects or games that involve reading. Friends may not understand why an individual is struggling or withdrawing, which can lead to isolation or weakening of friendships. The fear of being judged or teased can make it harder for individuals with dyslexia to build strong social bonds.

Family dynamics can become strained when dyslexia is misunderstood or goes undiagnosed. Parents may become frustrated when their child struggles in school despite putting in significant effort. Without understanding the root cause, they may unintentionally place additional pressure on the child, resulting in increased tension at home. This pressure can manifest in arguments, emotional outbursts or withdrawal, as the child feels unable to meet their parents’ expectations.

In families with multiple children, a child with dyslexia might feel overshadowed or compared to their siblings, further exacerbating feelings of inadequacy. Siblings may also contribute to misunderstandings, particularly if they excel academically and fail to grasp the challenges their sibling faces. If dyslexia is properly supported at home, however, these dynamics can improve, allowing family members to develop empathy and offer the appropriate emotional support.

Dyslexia can significantly impact social development, particularly in childhood and adolescence, when forming friendships and engaging in social activities is important. Children with dyslexia may struggle to participate in group activities, especially those that require reading or verbal communication. This can lead to exclusion from social circles or self-imposed isolation, as they may fear embarrassment or ridicule.

Dyslexia can also affect the ability to process and follow complex instructions, which is often necessary for participating in team sports or group games. As a result, individuals with dyslexia may find it difficult to engage fully in social activities, which can further affect the development of social skills and confidence.

These challenges can have long-term effects on social development. The lack of early social interaction may affect the development of communication skills, emotional regulation and the ability to navigate complex social dynamics later in life. Individuals with dyslexia may also face difficulties in forming close friendships or participating in professional environments where strong verbal and written communication is valued.

However, with proper support, individuals with dyslexia can develop effective coping strategies that help them build meaningful relationships and engage socially. Supportive family members, friends and educators who understand the nature of dyslexia can provide the emotional scaffolding needed for healthy social development.

Coping Strategies

Individuals with dyslexia often develop a range of coping strategies to manage their condition and navigate the academic and social challenges they encounter. Building resilience is key to their long-term success and support networks play an important role in developing this resilience. Many people with dyslexia have not only overcome their difficulties but have also thrived in various professional and creative fields.

Coping strategies can help individuals with dyslexia compensate for their difficulties with reading, writing and organisation. These strategies are often personalised to the individual’s needs, strengths and specific challenges.

Some common coping mechanisms include:

Multisensory learning

Many individuals with dyslexia benefit from multisensory learning techniques, where they engage multiple senses (e.g. sight, sound and touch) to reinforce information. For example, they might use visual aids like charts and diagrams, listen to audiobooks or trace letters with their fingers to improve letter recognition and memory.

Assistive technology

Technological tools like text-to-speech software, audiobooks and speech recognition programs can significantly ease the challenges of reading and writing. These tools allow individuals to read and produce written material more efficiently and reduce the frustration associated with literacy tasks.

Time management and organisational tools

Individuals with dyslexia may rely on planners, calendars and apps to stay organised and manage their time. Breaking down tasks into smaller, manageable steps can help prevent feelings of being overwhelmed when facing complex assignments or projects.

Memory devices

Memory aids such as rhymes, acronyms and visual imagery can help individuals with dyslexia retain information and recall it more easily. For example, visualising a picture associated with a difficult word can help in remembering its meaning or spelling.

Self-advocacy

Developing the ability to advocate for one’s needs is a powerful coping strategy. This might involve asking for extra time on tests, requesting assignments in digital formats or seeking additional explanations from teachers or employers. Knowing how and when to ask for help can reduce anxiety and build confidence in managing tasks.

The Importance of Resilience

Resilience is essential for individuals with dyslexia as they face a unique set of emotional and social challenges. Resilience allows them to bounce back from setbacks, maintain a positive self-image and persist in the face of difficulties.

Several key factors contribute to building resilience, including:

Supportive environment

Having a strong support network of family, friends, educators and mentors is essential for resilience. When individuals with dyslexia feel understood and supported, they are better able to tackle challenges with confidence and optimism. Supportive adults can help set realistic expectations, provide encouragement and advocate for necessary adjustments.

Emphasising strengths

Focusing on a person’s strengths and talents can significantly improve their self-esteem and motivation. Many individuals with dyslexia excel in areas like creativity, problem-solving and visual thinking, which can be nurtured alongside efforts to improve literacy skills. Celebrating achievements in these areas helps offset the emotional toll of academic difficulties.

Growth mindset

Encouraging a growth mindset, the belief that abilities can improve with effort and time, is a powerful way to build resilience. Individuals with dyslexia who see their challenges as opportunities for growth are more likely to persevere and develop effective coping strategies.

Many notable individuals with dyslexia have overcome their challenges and achieved significant success in their respective fields, serving as inspiration for others, including:

Richard Branson

Founder of the Virgin Group, Branson struggled with dyslexia throughout his school years. His unconventional thinking and entrepreneurial spirit helped him build a business empire. Branson has openly spoken about how his dyslexia has shaped his creativity and problem-solving skills, turning what was once considered a weakness into a major strength in his business career.

Steven Spielberg

The award-winning filmmaker didn’t realise he had dyslexia until later in life, but he recalls feeling isolated and misunderstood in school due to his reading difficulties. Despite this, Spielberg’s ability to visualise and tell stories helped him become one of the most successful directors in history. He believes his dyslexia pushed him to develop unique ways of expressing himself through film.

Whoopi Goldberg

The comedian, actress and television host has been open about her struggles with dyslexia as a child. Goldberg faced significant challenges in school, but her determination and talent led her to a successful career in entertainment. She often speaks about how overcoming the stigma of dyslexia empowered her to achieve her goals.

Keira Knightley

The acclaimed actress was diagnosed with dyslexia at a young age. Her love of acting and storytelling helped her push through her reading difficulties and she credits her success in part to her determination to overcome dyslexia. Knightley has also used her platform to raise awareness about learning disabilities.

These individuals show that with the right coping strategies, support networks and resilience, people with dyslexia can overcome their challenges and excel in their chosen fields.

The Role of Support and Intervention

Effective support and intervention can help individuals with dyslexia overcome the challenges associated with reading and writing while mitigating the emotional and social impacts of the condition. Early intervention, tailored educational support and accommodation are key components in helping individuals with dyslexia build confidence, develop resilience and achieve success in academic, social and personal spheres.

Early intervention plays a pivotal role in addressing dyslexia, as the sooner the condition is identified, the faster appropriate support can be implemented. Early identification allows educators and parents to provide targeted interventions that can prevent the learning gaps from widening as a child progresses through school. These early measures can reduce the frustration, anxiety and negative self-perception that often accompany undiagnosed dyslexia.

Some key aspects of early intervention include:

Assessment and diagnosis

Identifying dyslexia early through formal assessments can help ensure that children receive the support they need before they experience significant setbacks. Regular screenings for reading difficulties in primary school are a common way to detect early signs of dyslexia.

Specialised instruction

Once diagnosed, students benefit from specialised instruction that focuses on phonological awareness, decoding skills and reading fluency. Structured literacy programmes are designed to teach reading in a systematic, multisensory way that aligns with how individuals with dyslexia learn best.

Adjustments

Providing adjustments, such as extra time on tests, access to audiobooks or modified assignments, can level the playing field for students with dyslexia. These adjustments help reduce the pressure on students to perform tasks in ways that are difficult for them and allow them to focus on their strengths and improve learning outcomes.

Tailored educational and emotional support can greatly mitigate the negative impact dyslexia has on self-esteem, confidence and social relationships. When individuals with dyslexia are supported in a way that acknowledges their specific challenges and needs, they are more likely to succeed academically and socially, reducing the frustration and anxiety that come with feeling misunderstood or incapable.

Some ways schools can support students with dyslexia are:

Confidence building

With appropriate support, students can experience success in their learning environments, boosting their self-esteem and helping them develop a more positive self-image. When students see progress in their reading and writing abilities, they are less likely to feel inadequate or inferior to their peers.

Tailored support also extends to social interactions. When educators and peers understand dyslexia, they are less likely to judge or isolate the individual, which can significantly reduce the social stigma that often accompanies the condition. Providing an inclusive learning environment where students with dyslexia feel accepted and valued promotes better peer relationships and overall well-being.

Emotional support

Emotional support is essential in helping individuals with dyslexia cope with the emotional challenges of their condition. Supportive counselling, mentorship and reassurance can prevent feelings of loneliness, frustration and self-doubt from becoming overwhelming. When students feel emotionally supported, they are more likely to develop resilience and perseverance.

The involvement of parents, teachers and support groups can help to provide the emotional and social support necessary for individuals with dyslexia to thrive. Parents play a key role in advocating for their child’s needs and creating a supportive home environment. When parents are educated about dyslexia, they can better understand their child’s struggles and provide the emotional encouragement needed to build resilience. Parents can also work with schools to ensure that their child receives the necessary adjustments and specialised instruction.

Teachers are instrumental in creating inclusive classrooms that support students with dyslexia. By using instructional strategies tailored to different learning styles, teachers can help students with dyslexia access the curriculum more effectively. Educators who create a positive, non-judgemental learning environment help reduce the stigma associated with dyslexia and promote a culture of acceptance and empathy among students.

Dyslexia support groups and organisations, both local and online, provide valuable resources for individuals with dyslexia and their families. These communities offer emotional support, share coping strategies and raise awareness about the condition. Peer support groups allow individuals with dyslexia to connect with others who face similar challenges, which can reduce feelings of isolation and boost self-confidence.

Online support groups that can be beneficial to people with dyslexia include:

Early intervention, tailored educational support and emotional understanding can significantly change the trajectory of individuals with dyslexia. With the active involvement of parents, teachers and support groups, individuals with dyslexia can overcome both the academic and social challenges they face, build confidence and develop the resilience they need to thrive in life.

Promoting Awareness and Inclusivity

Raising awareness and promoting inclusivity for individuals with dyslexia is critical to creating environments where they can thrive academically, professionally and socially. Increased understanding of dyslexia in schools, workplaces and society in general can reduce stigma, provide necessary adjustments and promote more equal opportunities. Advocacy for dyslexia-friendly practices and policies ensures that individuals with dyslexia are not left behind but instead supported to reach their full potential.

One of the primary challenges individuals with dyslexia face is the lack of awareness and understanding about the condition. Misconceptions about dyslexia, such as the belief that it is linked to low intelligence or laziness, persist in many areas of society. Therefore, raising awareness about the neurological basis of dyslexia, its symptoms and its wide range of manifestations is essential for breaking down these stereotypes.

In schools

Educators, administrators and peers need to be educated about dyslexia in order to create an inclusive academic environment. Teacher training on identifying the signs of dyslexia and how to implement effective interventions can make a significant difference in the academic experience of students with dyslexia. Awareness campaigns, school workshops and seminars can help build an understanding of the condition and ensure that students with dyslexia receive the empathy and support they need to succeed.

In workplaces

Adults with dyslexia face different challenges in professional settings, where reading, writing and organisational skills are often critical to success. Employers and colleagues must be educated on how dyslexia impacts day-to-day work and how small adjustments can make a big difference. Awareness in the workplace can prevent discrimination, ensure that dyslexic individuals are not unfairly judged and promote diverse approaches to problem-solving.

In society

Society in general can benefit from understanding dyslexia as a common condition that affects many people from all walks of life. Public campaigns, documentaries and books on dyslexia can contribute to a more informed public and reduce the stigma around learning differences. By normalising dyslexia and emphasising its distinction from intelligence, the general public can have a more inclusive attitude towards individuals with dyslexia.

Inclusion involves more than just awareness; it requires creating environments that accommodate and support individuals with dyslexia. An inclusive environment recognises that individuals with dyslexia may need different tools or methods to succeed but are equally capable of achieving success when given the proper resources.

An inclusive school environment ensures that dyslexic students have access to necessary adjustments such as extended test times, and access to audiobooks or assistive technologies like text-to-speech software. Schools can implement dyslexia-friendly teaching methods, such as multisensory learning approaches and individualised instruction, which allow students with dyslexia to engage with the material in a way that suits their learning style. Inclusive classrooms promote collaboration and ensure that students with dyslexia do not feel isolated or inferior to their peers.

Workplaces can create inclusive environments by offering arrangements such as flexible work hours or assignments that leverage an individual’s strengths rather than focusing on their weaknesses. An inclusive workplace culture encourages employees with dyslexia to disclose their condition without fear of stigma and seeks to promote talent and innovation over traditional methods of measuring productivity.

Beyond schools and workplaces, inclusivity in society can be improved through accessible public spaces, dyslexia-friendly reading materials and media representation. For example, public libraries and websites can offer materials in formats that are accessible to individuals with dyslexia, such as audiobooks or dyslexia-friendly fonts. When individuals with dyslexia are represented positively in media and entertainment, it sends a message that neurodiversity is valued and respected.

Advocacy is a powerful tool for ensuring that individuals with dyslexia receive the support they need across different areas of life. Advocates push for policies that guarantee adjustments, equitable opportunities and legal protections for individuals with dyslexia.

Educational advocacy

Parents, teachers and advocacy groups play an important role in ensuring that students with dyslexia receive appropriate support and adjustments. This includes pushing for dyslexia screenings, individualised education plans (IEPs) and access to specialised teaching programmes. Advocates can also push for reforms in educational policy that mandate dyslexia training for educators and provide funding for dyslexia resources in schools.

Workplace advocacy

Advocating for dyslexia-friendly policies in the workplace involves pushing for inclusive hiring practices, workplace adjustments and the legal rights of employees with dyslexia. Advocacy groups and organisations work to ensure that individuals with dyslexia are protected under laws like the Equality Act (2010) and have access to reasonable adjustments that enable them to perform at their best.

Legislative advocacy

On a broader level, advocacy can drive changes in laws and policies that protect and support individuals with dyslexia. This might include efforts to pass dyslexia-specific legislation, such as mandates for early screening in schools, ensuring funding for dyslexia research or promoting public awareness campaigns. Legislative advocacy is essential for creating systemic changes that improve the lives of individuals with dyslexia.

Conclusion

Dyslexia significantly affects individuals not only academically but also emotionally and socially. The emotional challenges, such as frustration, anxiety and low self-esteem, often stem from difficulties in reading and writing, which lead to feelings of inadequacy and isolation. Socially, individuals with dyslexia may face bullying, misunderstandings and stigmatisation, which can impact their ability to form meaningful relationships and participate fully in group activities.

Understanding the impact of dyslexia is essential for creating supportive environments that promote resilience and success. Early intervention and tailored educational support can help mitigate these emotional and social challenges and enable individuals with dyslexia to build confidence and thrive. The roles of parents, teachers and support networks are vital in providing the necessary encouragement and resources.

Promoting awareness and inclusivity across schools, workplaces and society is essential. By encouraging empathy and understanding, we can break down the barriers faced by individuals with dyslexia and ensure they feel accepted and valued. Advocacy for dyslexia-friendly practices and policies can help create a more equal society where individuals with dyslexia can navigate their challenges and achieve their full potential.

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