In recent years, dyslexia has been rebranded as a “superpower” – a term used to celebrate the creativity, big-picture thinking, and problem-solving abilities many dyslexic individuals possess. While this can help challenge the stigma neurodiverse people face, a shift in language is only one piece of the puzzle.
To support dyslexic children and young people, positive messaging must go hand-in-hand with a balanced, honest understanding of what dyslexia looks like day to day, and what parents and teachers can do to ensure that its challenges do not define a child’s experience or self-worth.
The hidden emotional load of dyslexia
Dyslexia primarily affects reading, spelling and processing written information, but its emotional impact often runs far deeper. Children with dyslexia are frequently bright, curious and capable, but when everyday tasks like reading and spelling feel disproportionately difficult, their self esteem can plummet.
Imagine putting in twice the effort and still struggling to keep up. Over time, repeated experiences of trying but struggling can erode confidence and create a sense of hopelessness. A child may begin to believe that no amount of effort will make a difference, resulting in avoidant behaviours.
In our experience, this can foster a belief that a pupil is “lazy,” “slow,” or “not as smart as everyone else.” These labels are not only inaccurate but can be deeply damaging for a child who is genuinely trying their hardest. When effort is high but their performance is so significantly misunderstood the emotional impact can be profound.
Left unaddressed, these emotional patterns can impact motivation, mental health, and long-term aspirations.
The day-to-day reality
It is vital to acknowledge that a typical mainstream school environment can be exhausting for a dyslexic learner. Lessons often include and rely on a high level of literacy – tasks that dyslexic pupils typically find challenging, especially when they are expected to complete them at a pace that may be unrealistic. What others complete without much effort, a dyslexic student may complete with immense concentration. Some of the daily challenges may include:
- Slow reading speed, making it difficult to keep pace with the class and complete tasks on time.
- Difficulty copying from the board or books, often losing their place or misreading due to tracking challenges.
- Inconsistent spelling, even with common or previously learned words, which can affect written work quality.
- Trouble following multi-step instructions, especially when given verbally or delivered too quickly.
- Increased fatigue, as they must work harder than peers to process reading and writing tasks.
- Difficulty recalling information, even when they understand the material, which can impact participation and assessment.
These challenges can impact social and emotional development too, if not carefully supported. A child who struggles with reading may withdraw from word-based games. A teenager who fears being asked to read aloud may seem disengaged. A young person who is frequently corrected may lose confidence and stop trying altogether.
This is why just labelling dyslexia as a ‘superpower’ is not enough to support young learners. This positive language needs to be paired with a recognition of and support for the very real challenges dyslexic students face – otherwise, these challenges will overshadow the superpower strengths.
Turning positive words into practical support
The good news is that with the right approach from home and school, dyslexic children can thrive academically and emotionally. Protecting their self-esteem is not an optional extra, it is central to their long-term success.
Building strong self-esteem is essential for dyslexic learners because confidence is the foundation that allows them to engage fully in learning. When pupils feel valued and capable, they are far more willing to take risks, try new approaches and make mistakes. The key components of the learning process. A confident learner is also more open to using support strategies, rather than seeing them as signs of weakness.
Here are key strategies parents and teachers can use to support both learning and wellbeing:
- Celebrate effort, not speed. Dyslexic learners often feel slow or “behind.” Emphasising effort, strategy, and improvement helps shift the focus away from pace. Use phrases that will support resilience and confidence.
- Normalise differences. Children need to hear, “Everyone learns differently and that’s okay.” When adults model acceptance of these differences, children are more likely to accept and embrace their own.
- Explain dyslexia in clear, reassuring terms. Many children find relief in understanding why things are hard.
- Don’t just correct mistakes, teach strategies. Skills like planning written work, breaking a task down into smaller chunks, and asking for clarification empower students to access their learning in a way that works for them.
These shifts go hand-in-hand with practical adjustments which can lighten the load for young people:
- Coloured overlays and reading rulers
- Use of Assistive Technology such as screen readers and speech to text extensions
- Simplified instructions, broken down into smaller chunks
- Visual timetables
- Audio books
- Opportunities to pre-read unfamiliar vocabulary.
It is wonderful and right to celebrate the strengths associated with dyslexia, but we mustn’t lose sight of the daily struggles many neurodiverse children face. By pairing this positive messaging with empathy and practical adjustments, we are able to genuinely support and empower young people with dyslexia to thrive.
With the right encouragement, the unique ways that a dyslexic child’s brain works can become the very building blocks of their future success. When that support is consistent and compassionate, their true abilities, whether they are superpowers or otherwise, are given the space and freedom to flourish.
By Jodie Grant
Jodie Grant is the Assistant Head (Learning Development) and Lead SENCo at Bredon School, a specialist dyslexia boarding and day school in Gloucestershire. She has over 20 years’ experience supporting learners with diverse needs and is passionate about working closely with students and parents to remove barriers to learning and help every young person fulfil their potential.
