Recognising everyday challenges
For many students with dyslexia, the classroom can be a place of both possibility and pressure. While every learner’s experience is unique, there are common tasks that may demand far more effort than they appear to require. Reading aloud to the class, for example, can feel intimidating and unpredictable. Copying information from the board, something many students do easily, can become a tiring and time-consuming task. Even following several instructions at once can be overwhelming, especially when those instructions depend heavily on written or verbal sequencing.
These difficulties should never be mistaken for a lack of intelligence, interest, or motivation. Dyslexia affects the way the brain processes language, not a student’s capacity to think deeply, reason creatively, or understand complex ideas. Many dyslexic learners are highly intuitive, imaginative, and skilled at problem-solving. They simply access information in a way that doesn’t always align with traditional classroom expectations. When we recognise these everyday challenges with empathy rather than judgment, we create space for more meaningful support.
Reasonable adjustments in practice
All schools are required to make reasonable adjustments to support pupils with additional needs, so that they’re not at a disadvantage compared to their peers. But what do these adjustments actually look like in the classroom?
Supporting dyslexic learners does not always require redesigning education from the ground up. The most meaningful changes are often small, thoughtful adjustments. It can help to envisage a camera, whose image is slightly blurry. A gentle twist of the lens does not change the scene itself, but it transforms what we see. Suddenly, the details sharpen, colours feel clearer, and everything comes into focus. Similarly, a few sensitive shifts in teaching practices can bring clarity and confidence to dyslexic students who may otherwise feel lost in the blur.
Make copying less stressful: Copying from the board is a common source of frustration for dyslexic students.
Tracking words across a page, shifting focus repeatedly between the board and their desk, and writing or typing at speed can drain cognitive energy that could be spent on understanding the material. Providing printed or digital notes is a simple adjustment with immense benefits. It ensures that students can engage with the lesson rather than struggle to keep up. Digital notes also allow learners to enlarge text, use read-aloud tools, or annotate content in ways that match their learning style.
Allow extra time: Time pressure can heighten anxiety and make tasks feel harder than they need to be.
Offering extra time for reading, writing, or processing instructions can give dyslexic students the breathing room they need to succeed. In a similar vein, giving advance notice of activities, such as reading assignments, tests, or presentations, allows students to prepare at their own pace and build confidence gradually.
Keep instructions clear and manageable: A long string of instructions can be difficult for many learners, but it can be especially challenging for students who struggle with working memory or sequencing.
Breaking instructions into smaller, clearer steps helps keep tasks organised and reduces the sense of overwhelm. Encouraging students to repeat instructions back in their own words is a gentle and supportive strategy to both confirm understanding and strengthen memory through active engagement.
Offer alternatives to reading aloud: Reading aloud in class can trigger significant anxiety for dyslexic learners.
Decoding words quickly enough to keep pace with the class can be stressful and discouraging. Offering alternative methods of participation, like small-group discussions or written contributions, allows students to share their ideas without unnecessary pressure. When reading aloud is necessary, giving students the passage in advance or allowing them to volunteer rather than be chosen can make the experience more comfortable.
Use multi-sensory approaches: Combining visual, auditory, and tactile elements into the learning experience helps dyslexic students create stronger connections in their learning.
For example, pairing spoken instructions with images, colour-coded steps, or hands-on activities can reinforce understanding and memory. Using manipulatives in mathematics, acting out scenes in literature, or incorporating movement and sound into lessons all make learning more engaging and accessible.
Provide visual supports: Visual tools such as diagrams, charts, timelines, and mind maps can help students organise information in ways that feel more intuitive.
Instead of processing large blocks of text, learners can see relationships and key points at a glance. Visual supports also make it easier for pupils to recall information during independent work or tests. When planning lessons, including a simple diagram or flowchart can transform comprehension for many students, not only those with dyslexia.
Break tasks into steps: Large tasks like research projects or extended writing assignments can feel overwhelming without clear structures.
Breaking them into smaller, manageable steps helps dyslexic learners approach the work with confidence. This might involve creating checklists, offering templates, or outlining milestones with deadlines. When students can see exactly what needs to be done and in what order, they are better equipped to stay organised and motivated.
Foster awareness and empathy: Creating a supportive learning environment begins with understanding.
Raising awareness about dyslexia throughout the school community, including with students’ peers, encourages empathy and reduces stigma. Training helps educators recognise signs of dyslexia, respond thoughtfully, and implement strategies that benefit all learners. Open, respectful conversations about learning differences empower students to advocate for themselves and to see their strengths as valuable.
A balanced perspective
Dyslexia brings both challenges and remarkable strengths. Many dyslexic individuals excel in creative fields, big-picture thinking, and innovative problem-solving. By making small, compassionate adjustments, much like turning the camera lens to bring each detail into focus, we help ensure that every student feels understood, supported, and capable of thriving. Supporting dyslexic learners is not about overlooking difficulties; it is about meeting them with empathy, patience, and practical help. When we do this consistently, we build classrooms where all students can flourish.
By Harriet Reynolds, SENCo – Bredon School
Harriet brings over a decade of experience in supporting learners with a wide range of special educational needs and has expertise in creating inclusive, student-centred learning environments which help build confidence and develop essential literacy skills through tailored interventions and evidence-based practice.
