The Role of Schools and Educators in Supporting Dyslexic Students

According to the NHS, 10% of people in the UK have dyslexia, equating to nearly 6.7 million people. Dyslexia is a common learning difficulty that can affect the ability to read, write and spell and can impact overall learning. Dyslexia is a lifelong difficulty that can cause daily challenges. 

Despite these challenges, students with dyslexia can thrive both academically and socially when given the appropriate support. Schools and educators are essential in recognising the signs of dyslexia, providing target support and creating an inclusive learning environment that supports the diverse needs of students with dyslexia and encourages a love of learning. With the right support, schools can equip students with the strategies to overcome many of the challenges associated with dyslexia.

Today, we will explore various ways in which schools and educators can effectively support children with dyslexia in their education, improve their educational experience and encourage their academic success.

Understanding Dyslexia

Dyslexia is a specific learning difficulty that primarily affects reading, spelling and writing skills. It is a neurological condition that results from differences in how the brain processes language, particularly phonological processing – the ability to recognise and manipulate the sounds in words. Dyslexia is not a reflection of a person’s intelligence, their motivation to learn or their ability to succeed. 

Dyslexia affects each person differently. Some individuals may have mild difficulties, while others may face more significant challenges. Some of the common characteristics of dyslexia are:

• Difficulty with phonological awareness: Individuals with dyslexia often struggle with recognising and manipulating the sounds in words, which makes it challenging to decode words when reading.
• Reading challenges: Dyslexia can cause slow and inaccurate reading, with difficulties in sounding out words (decoding) and understanding written text.
• Spelling difficulties: Spelling can be particularly challenging due to difficulties with phonological processing, remembering the correct sequence of letters or recognising familiar spelling patterns.
• Writing difficulties: Dyslexic students may find it hard to organise their thoughts in writing and their handwriting may be messy or inconsistent.
• Memory and processing speed issues: Dyslexia can affect short-term memory and the speed at which individuals process information, which can lead to difficulties following instructions or remembering what they have read.
• Avoidance of reading and writing tasks: Some students with dyslexia are reluctant to engage in reading or writing activities, particularly if they are aware of their difficulties or feel differently from their peers. This can manifest as reluctance, avoidance, refusal, negative emotions or behavioural issues in the classroom.

Dyslexia can significantly impact a student’s ability to learn, especially in areas related to reading and language. These challenges can lead to gaps in knowledge, lower achievement and reduced academic confidence, especially when dyslexia goes unidentified or unsupported.

Some students with dyslexia also struggle with low self-esteem and self-confidence due to their difficulties with reading, writing and spelling. Constant comparisons to peers can make them feel inadequate or less capable, which can have a long-term effect on their confidence. The academic challenges faced by dyslexic students can lead to anxiety, particularly around tasks that involve reading or writing. They may experience frustration, especially if they feel misunderstood or unsupported.

Feelings of frustration or inadequacy can also result in behavioural issues, such as acting out, avoiding tasks or withdrawing from participation in class. Additionally, some dyslexic students may avoid social situations where their challenges could be exposed, such as group reading activities, which can lead to feelings of isolation or being different from their peers.

Creating an Inclusive Classroom Environment

An inclusive classroom environment is essential for students with dyslexia. Schools play an integral role in supporting dyslexic students because they are the primary environment where these students learn, develop and socialise. Effective support and inclusivity within the school setting can significantly influence the academic success and emotional well-being of dyslexic students. 

An inclusive classroom environment ensures that all students, regardless of their difficulties, have equal access to learning opportunities. By making thoughtful changes in classroom design, resources and teaching strategies, schools can create a supportive environment that meets the diverse needs of dyslexic students.

Classroom Design and Resources

A well-designed classroom environment can help students with dyslexia feel more comfortable and engaged in their learning. An inclusive environment reduces barriers to learning and promotes positive interactions among all students. 

To encourage inclusivity, below are some tips educators can follow:

• Classroom Layout:
  – Arrange desks in small groups or pairs to promote collaborative learning and peer support.
  – Create designated quiet areas for individual reading or focus work, reducing sensory overload.
  – Use flexible seating options (e.g. bean bags and carpet work) to accommodate different comfort levels and help students focus.
• Accessible Resources:
  – Use large print and dyslexia-friendly fonts (such as Arial or Comic Sans) on printed materials, posters and whiteboards.
  – Provide visual aids (such as charts, diagrams and graphic organisers) to help students better understand and remember key concepts.
  – Create a well-labelled and organised resource area with easy access to supportive materials, such as coloured overlays, rulers and spell-check dictionaries.
• Effective Use of Technology:
  – Utilise assistive technology tools, such as text-to-speech software, audiobooks and word prediction programs, to help students with dyslexia access content and complete assignments.
  – Incorporate interactive whiteboards and digital learning platforms that allow for visual and auditory reinforcement of lessons.
  – Encourage the use of apps and software that support organisation, such as digital planners and note-taking tools.

A classroom that is organised, predictable and free from unnecessary distractions can help reduce anxiety for students with dyslexia who may feel overwhelmed by chaotic or cluttered spaces. Additionally, classrooms that minimise distractions and maximise accessibility can help students focus better on tasks and learning activities.

Teaching Strategies

Differentiated instruction involves adapting teaching methods and materials to meet the diverse needs of all learners, including students with dyslexia. This approach recognises that students learn in different ways and at different paces. Educators can adapt their teaching methods by incorporating different teaching techniques and resources. 

Multi-sensory instruction engages multiple senses – visual, auditory and kinaesthetic – to help students learn and retain information more effectively. This approach can make learning more engaging and memorable by reinforcing concepts through various sensory inputs. 

Some ways to incorporate this into the classroom include:

• Use diagrams, colour-coding, mind maps and visual aids to reinforce learning. It can be helpful to use images, diagrams and videos to represent information, such as pairing written words with pictures or symbols, to help students learn and retain the information.
• Incorporate oral presentations, discussions and audio versions of texts for students who struggle with reading.
• When teaching phonics or reading, focus on auditory teaching by incorporating read-aloud sessions, music and rhythmic patterns to teach new sounds or vocabulary. Encourage students to repeat sounds and words out loud to improve phonological awareness.
• Use hands-on activities, such as building models or creating physical representations of concepts. Allow students to use manipulatives (e.g. letter tiles) for spelling or phonics exercises.
• Incorporate movement into learning, such as tracing letters in sand, using hand gestures to represent concepts or acting out stories and vocabulary words.
• Provide multiple options for students to demonstrate their understanding, such as creating a poster, recording a podcast or writing an essay.
• Offer reading materials at various levels of difficulty on the same topic, which allows students to choose based on their reading ability.
• Use tiered assignments where tasks are modified in complexity based on individual student needs.

Reading Aids and Assistive Technology

Dyslexia aids are special equipment that helps improve students’ access to learning and helps them improve their reading, writing and spelling. If educators integrate these tools in their classrooms effectively, they can provide students with dyslexia the support they need to succeed academically and build confidence in their abilities.

Some of the most effective tools teachers can use are:

• Text-to-speech (TTS) software: TTS software converts written text into spoken words. This allows dyslexic students to listen to the content rather than struggle with reading it visually. This can help students access age- and ability-appropriate reading materials, reduce reading fatigue and improve comprehension.
• Speech-to-text (STT) software: STT software allows students to speak into a microphone and the software converts their speech into written text. This is particularly useful for students who struggle with writing and spelling.
• Word prediction software: Word prediction software suggests words based on the first few letters typed, which can help students who have difficulty with spelling and writing.
• Dyslexia-friendly fonts: Certain fonts, such as Arial, Comic Sans, Verdana, OpenDyslexic and Dyslexie, are designed to make reading easier for individuals with dyslexia by enhancing the distinctiveness of each letter.
• Reading pens and scanning tools: Reading pens, such as the C-Pen Reader, scan and read aloud printed text, making printed material accessible for those with dyslexia and improving independence in accessing.
• Graphic organisers: Graphic organisers and mind mapping tools help students organise their thoughts visually, aiding in planning writing tasks, note-taking and understanding complex concepts.

Schools should assess each student’s unique needs and preferences to determine which tools are most suitable. Students should be encouraged to take ownership of their learning by allowing them to choose the tools that work best for them. The school will then need to provide training sessions for both students and teachers on how to use assistive technologies effectively. Students should have the opportunity to familiarise themselves with the tools gradually to ensure they feel comfortable and confident in using them.

These tools should then be incorporated into daily classroom activities to ensure using them feels like the norm for students and they do not feel singled out. It is important to regularly monitor the effectiveness of the assistive technology and adjust as needed. Schools should seek feedback from students about what is working well and where they might need additional support or alternative tools. They should also collaborate with special educational needs and disability support staff, IT support and other educators to ensure that the necessary technology is available, maintained and supported within the classroom.

Individual Education Plans (IEPs) and Support Plans

Individual Education Plans (IEPs) are key for supporting students with dyslexia within the education system. They provide a structured approach to identifying a student’s specific learning needs, setting goals and ensuring appropriate adjustments are made. IEPs are part of a broader framework outlined in the Special Educational Needs and Disabilities (SEND) Code of Practice which ensures that students with special educational needs, including dyslexia, receive effective and appropriate support in school. 

Under the SEND Code of Practice IEPs and support plans should:

• Define clear goals and objectives: IEPs set out specific, measurable goals tailored to the student’s needs, helping to focus efforts on key areas such as reading, writing or spelling.
• Ensure access to appropriate support and resources: IEPs outline the adjustments, modifications and resources needed to help dyslexic students access the curriculum effectively, such as extra time on exams, use of assistive technology or specialised teaching methods.
• Monitor and review progress: IEPs establish a framework for regular monitoring and review of the student’s progress, allowing for adjustments to be made to teaching strategies or support as needed.
• Facilitate a holistic approach to learning: IEPs involve a range of stakeholders, including teachers, parents and specialists, in creating a comprehensive support plan that addresses the student’s academic, social and emotional needs.

When creating and implementing an effective IEP for students with dyslexia, there are several key steps that should be followed:

• Step 1: Conduct a comprehensive assessment:
  Assess the student’s learning needs through formal assessments (such as standardised tests) and informal methods (such as observations, classroom performance and input from parents and teachers) to identify specific areas of difficulty related to dyslexia, such as phonological processing, reading fluency, spelling or writing skills.
• Step 2: Set SMART goals and objectives:
  Develop specific, measurable, achievable, relevant and time-bound (SMART) goals based on the assessment findings. This should include both academic goals (e.g. improving reading fluency) and social-emotional goals (e.g. building self-esteem or reducing anxiety).
• Step 3: Identify adjustments and interventions:
  Specify the adjustments needed to support the student, such as the use of assistive technology (e.g. text-to-speech software), extra time on tests or modified homework assignments and identify any targeted interventions or specialised teaching strategies that will be used.
• Step 4: Develop the IEP document:
  Outline the student’s current level of performance, specific needs, SMART goals, adjustments and interventions in a formal IEP document and include details about how progress will be monitored, who will be responsible for implementing each part of the plan and when the plan will be reviewed.
• Step 5: Collaborate with all stakeholders:
  Involve parents, the student (where appropriate), teachers, Special Educational Needs and Disabilities Coordinators (SENDCOs) and other professionals in the development of the IEP to ensure it is comprehensive and effective. Schedule regular meetings (at least once per term) to review the IEP and make any necessary adjustments based on the student’s progress.
• Step 6: Implement and monitor the IEP:
  Put the IEP into action in the classroom, ensuring that all adjustments and interventions are being used consistently. Monitor the student’s progress towards the goals outlined in the IEP, using both formal assessments and informal observations and record any adjustments or changes needed.

Collaboration is essential and teachers, teaching assistants, parents, SENDCOs and any professionals, such as educational psychologists and dyslexia specialists, should work together to effectively support the child. This includes scheduling regular meetings and reviews to discuss the student’s progress, reviewing the effectiveness of the IEP, making any necessary adjustments and maintaining clear, consistent and open lines of communication. 

Schools should encourage active parental involvement by providing them with regular updates on their child’s progress, explaining the purpose of different strategies and offering suggestions for supporting their child’s learning at home. Where appropriate, it can be helpful to involve the student in the IEP process, especially when setting goals or selecting adjustments. This encourages self-advocacy, builds confidence and ensures that the plan reflects the student’s preferences and needs.

Professional Development for Educators

Professional development is essential for educators to effectively understand and support dyslexic students. Ongoing training ensures that teachers are well-equipped with the latest research-based strategies, tools and knowledge to create inclusive learning environments. Additionally, promoting awareness and advocacy within the school community helps create a culture of acceptance and support for students with dyslexia.

Ongoing professional development ensures schools stay updated on best practices, particularly because dyslexia research and understanding are continually evolving. Professional development programmes provide teachers with practical strategies for differentiating instruction, using multi-sensory approaches and implementing effective adaptations, which are essential for supporting dyslexic students.

Educators trained in dyslexia support can better recognise the signs of dyslexia early, create individualised support plans and implement targeted interventions, leading to improved academic and social outcomes for dyslexic students.

Some recommended professional development programmes in the UK include:

• The British Dyslexia Association (BDA) training
  The British Dyslexia Association offer a range of accredited training courses online, including:
  Level 7 Diploma in Dyslexia Assessment and Intervention.
  Level 5 Certificate in Literacy Support and Intervention.
  Level 3 Certificate in Practical Solutions for Dyslexia.
  Level 2 Certificate in Promoting Awareness of Dyslexia.
  Fundamentals of Dyslexia Awareness.
• Dyslexia Action
  Dyslexia Action offers a range of Level 4 and 5 training courses, including:
  Level 4 Dyslexia and Co-occurring Difficulties.
  Level 4 Structured, Cumulative Multisensory Tuition for Learners with Dyslexia.
  Level 4 Developing Reading Skills in Learners with Dyslexia.
  Level 3 Developing Writing Skills in Learners with Dyslexia.
• CPD Online College
  We offer a Dyslexia Awareness course which is aimed at individuals working in education and parents and guardians who want to gain more knowledge on dyslexia and want practical advice, guidance and information on how to support the child’s learning. The course is CPD registered, comes with a certificate and is completed online.

Promoting awareness and advocacy for dyslexic students within the school community is critical for creating an inclusive environment. Educators play a key role in this process by:

• Raising awareness among colleagues:
  Educators can share their knowledge about dyslexia with colleagues through presentations, workshops or informal discussions. This can help to educate the school community about dyslexia and promote a greater understanding of dyslexia and its impact on learning.
• Championing inclusive practices
  Educators can advocate for school-wide policies that support dyslexic students, such as implementing screening programmes, providing access to assistive technology and adopting differentiated instruction strategies.
• Empowering students and parents
  Educators can support dyslexic students and their families by providing information and resources, creating opportunities for peer support and encouraging self-advocacy skills among students.

Supporting Emotional and Social Development

Emotional and social development can be just as important as academic progress particularly because, for some students, dyslexia can impact their self-esteem and confidence and lead to feelings of frustration, anxiety or isolation. Schools and educators can help by creating a supportive environment that improves confidence and encourages positive social interactions. Some ways they can do this include:

• Recognise and celebrate strengths
  Focus on each student’s unique strengths, interests and talents and provide opportunities for them to excel in those areas. This helps shift the focus away from their challenges and towards their capabilities.
• Set achievable goals
  Work with students to set realistic, specific and attainable goals. Break tasks into smaller, manageable steps, so students can experience frequent successes, which builds confidence.
• Provide positive feedback and reinforcement
  Offer genuine praise and constructive feedback regularly. Highlight specific achievements, efforts and progress rather than just outcomes. This reinforces a growth mindset, where students understand that effort and persistence lead to improvement.
• Use encouraging language
  Use language that is supportive and motivational. Avoid negative or judgemental comments about mistakes and instead frame them as learning opportunities. Reinforce the idea that everyone has different learning styles and that challenges do not define their worth.
• Create a safe learning environment
  Ensure the classroom is a safe space where students feel comfortable expressing themselves and taking risks without fear of ridicule or judgement. This can be achieved through clear anti-bullying policies, respectful communication and building strong teacher-student relationships.
• Offer opportunities for leadership and responsibility
  Encourage dyslexic students to take on roles of responsibility in the classroom or school, such as leading group activities, mentoring peers or participating in school clubs. These opportunities build self-worth and confidence.
• Promote a classroom culture of respect and kindness
  Establish and maintain classroom norms that emphasise respect, empathy and kindness. Encourage students to celebrate differences and support each other’s learning journeys.
• Encourage inclusive group work
  Regularly use group work and collaborative learning strategies that mix students of different abilities and ensure that all students have roles that play to their strengths and contribute meaningfully to the group’s success. This promotes collaboration, communication and understanding.
• Student-led clubs and groups
  Encourage the formation of clubs or groups focused on learning support or advocacy, where students can share experiences, learn from one another and provide peer support.

Case Studies and Success Stories

Case Study 1: The Muller School for Girls – Peer Mentoring Programme

The Muller School for Girls is a secondary school located in Wales that developed a peer mentoring programme to support students with dyslexia. The programme is embedded in the school’s broader commitment to inclusivity. The school promotes awareness of dyslexia among all students through assemblies, classroom activities and awareness campaigns. The programme pairs dyslexic students with trained peer mentors who provide academic support and help encourage social connections. 

Selected peer mentors receive training in understanding dyslexia, effective communication techniques and strategies for providing academic and emotional support. Mentors and mentees meet weekly or fortnightly for structured sessions that include academic assistance, study skills development and social activities designed to build confidence and rapport. Teachers collaborate with mentors to align their support with classroom instruction to ensure that the mentoring is relevant and reinforces the school curriculum.

The peer mentoring programme has resulted in increased academic performance among dyslexic students, particularly in reading and comprehension skills. Mentored students report feeling more connected to their peers and more confident in their abilities. The programme has also helped to reduce stigma and promote a more inclusive school culture.

Case Study 2: St Matthew’s Primary School – Multi-Sensory Learning Approach

The staff and governors at St Matthew’s Primary School recognised that dyslexic learners benefit from engaging multiple senses and respond well to varied teaching methods and resources. They implemented a multi-sensory learning approach that integrated visual, auditory and kinaesthetic elements into daily lessons.

The teachers and teaching assistants at St Matthew’s use a variety of tools such as coloured overlays, tactile letters, audiobooks and visual aids. For example in the Key Stage 1 classrooms, students practise phonics and spelling using sand trays or letter tiles and in maths, manipulatives, such as blocks or counters, are used to teach number concepts.

Each dyslexic student and students who are suspected of having dyslexia but don’t yet have a diagnosis, receive a personalised learning plan tailored to their specific needs. Teachers differentiate their instruction methods to accommodate various learning styles to ensure that each student receives targeted support.

The school also uses assistive technologies such as text-to-speech software and speech-to-text tools, making reading and writing tasks more accessible to students with dyslexia. These tools are incorporated into everyday classroom activities. Teachers undergo regular training on dyslexia and learning differences. This professional development ensures they are equipped with the latest strategies and tools to support their students effectively.

Following the introduction of the multi-sensory learning approach, the school observed significant improvements in reading and writing scores among students with dyslexia. Additionally, there was a notable increase in student confidence and participation in classroom activities. The approach also created a more inclusive environment where all students felt supported and valued.

Real-Life Stories: Isabelle’s Experience with Dyslexia

Isabelle, a Year 7 student, struggled with reading and spelling from an early age. At primary school, she often felt frustrated and embarrassed by her difficulties which led to a lack of confidence and reluctance to participate in class. Because of this, Isabelle was extremely anxious about the move to high school and begged her mum to homeschool her. She felt overwhelmed at the thought of starting a new school and falling even further behind.

Isabelle’s parents met with the deputy head and SENDCO at her new high school and explained Isabelle’s difficulties. The school provided her with a tablet loaded with assistive technology, including dictation software and a digital organiser. Her teachers showed her how to use these tools effectively in the classroom and for homework. The teachers also attended dyslexia CPD training to learn more about dyslexia and how to adjust their teaching to support students with dyslexia.

After starting at the high school, Isabelle’s parents couldn’t believe the change in her. She no longer dreaded going to school, her confidence grew and her grades started to improve. Isabelle said, “I used to hate reading because it was so hard for me. But with the new tools and the way my teachers teach, I feel like I can actually do it now. I’m not scared to try anymore”.

Future Trends and Innovations

As research on dyslexia continues to evolve, new technologies, educational practices and insights are emerging that promise to further enhance the support provided to dyslexic students. Staying informed about these trends can help schools and educators remain at the forefront of effective dyslexia support and ensure that students receive the most up-to-date and evidence-based assistance.

Emerging Research and Technologies

• Neuroscience and Dyslexia
  Advances in neuroscience are providing a deeper understanding of the neural mechanisms underlying dyslexia. Research using functional MRI (fMRI) and other neuroimaging tools has highlighted specific brain areas and neural pathways that are involved in reading difficulties. This research will hopefully lead to more personalised interventions based on an individual’s unique neurological profile.
• Genetic Research
  New studies are identifying specific genetic markers associated with dyslexia, offering insights into its hereditary aspects. While not yet ready for widespread application, this research may eventually contribute to earlier diagnosis and personalised support plans.
• Improved Screening Tools
  Emerging tools and technologies are improving the early identification of dyslexia. Digital assessments and artificial intelligence (AI) based tools are being developed to detect dyslexia markers in children as young as preschool age, which allows for earlier and more targeted interventions.
• Adaptive Learning Technologies
  Adaptive learning platforms use AI to create personalised learning experiences for dyslexic students. These platforms adjust the difficulty and type of content based on the student’s performance in real time and offer individualised pathways to learning that cater to their unique needs and learning styles.

Potential Future Trends and Innovations

• Universal Design for Learning (UDL)
  UDL is becoming a widely accepted framework for curriculum development and is designed to provide all students with equal opportunities to learn. UDL incorporates flexible approaches to teaching and assessment, using technology and diverse resources to accommodate the different needs of dyslexic students to ensure that the curriculum is accessible and inclusive from the start.
• Artificial Intelligence in Personalised Learning
  AI-powered learning analytics can provide insights into each student’s learning patterns, strengths and challenges to allow schools and parents to create highly personalised learning plans. As AI technology evolves, it may also offer real-time feedback to students and educators, helping to adjust instructional strategies quickly.
• Neurofeedback and Cognitive Training Programmes
  Some experimental programmes are using neurofeedback and cognitive training exercises to enhance the brain’s ability to process language. These interventions aim to improve cognitive functions such as working memory, attention and processing speed, which are often areas of difficulty for dyslexic students.
• Gamification of Learning
  Gamified learning experiences are being used to make reading and writing more engaging and less overwhelming for dyslexic students. These programs use game-based elements, like rewards, challenges and levels, to motivate students and build foundational skills in a fun and interactive way.
• Remote and Hybrid Learning Models
  The shift towards online and hybrid learning models, accelerated by the COVID-19 pandemic, has led to the development of more digital tools and platforms. These platforms can be tailored to support dyslexic students through features like adjustable text sizes, colour overlays and integrated assistive technology tools. Continued innovation in remote learning technologies could expand access to high-quality dyslexia support regardless of geographic location.

It is essential that schools and educators stay current with best practices and evolving strategies. Schools should encourage educators to participate in regular training programmes, workshops and courses that focus on the latest research and strategies for supporting dyslexic students. Professional development should include sessions on emerging technologies, new instructional methods and recent findings in neuroscience and dyslexia research.

Schools should invest in and integrate emerging assistive technologies that can support students with dyslexia and provide access to AI-based tools, digital learning platforms and other adaptive technologies that support personalised learning. Training educators and students to use these tools effectively is essential.

By promoting a culture of innovation and inclusion, teachers will feel empowered to experiment with new approaches and share their findings with colleagues. This helps to create an environment where innovation in teaching methods, classroom design and technology use is encouraged and valued.

Conclusion

Schools and educators play a vital role in the academic and personal development of students with dyslexia. By providing tailored support, creating inclusive classroom environments and utilising innovative teaching strategies, educators can help dyslexic students overcome their challenges and reach their full potential. From understanding the unique characteristics of dyslexia and implementing Individual Education Plans (IEPs) to integrating assistive technologies and promoting emotional and social development, schools are pivotal in creating a supportive atmosphere that encourages growth, confidence and success.

Educators are encouraged to actively implement the strategies discussed today, such as differentiated instruction, multi-sensory approaches, professional development and collaboration with parents and specialists. Staying informed about emerging trends and innovations in dyslexia research and support will ensure that educators continue to evolve their practices, using the most current and effective methods to support dyslexic students.

By embracing these approaches and creating a culture of inclusion and empathy, schools can make a profound difference in the lives of students with dyslexia and enable them to thrive both academically and socially. The commitment to ongoing learning, adaptation and advocacy for dyslexic students will ensure that they receive the support they need to succeed both short term and long term.