Dyslexia; mental health matters!

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With so much talk of mental health matters, I thought it an opportune time to write about dyslexia and mental health.

Dyslexia impacts on the mental health of a child and its carers. The well being of the dyslexic and their family is in the hands of the school, other educational setting, or work. Wield your power mindfully and with compassion.

I returned to education a couple of years ago. Whilst slow, with some learning challenges: memory, written expression, organisation, I’ve always loved school and learning.

In a practical session, a few months ago, I was sitting next to a ‘fast’ processor. We were sharing the activity and it was something she was familiar with. She confidently dominated, taking charge and my brain went into shut down. As an adult learner, I was able to make a joke of it and ask her to slow down. I had to look through the work at my own pace so that I could confidently process it.

What stayed with me was the sense of panic and also a feeling, only just suppressed, of inadequacy creeping in. As a confident adult, I had the inner voice to quash this voice of dissent, but many children aren’t robust enough, and have not learnt to develop this inner voice.

Most schools now have ‘ability’ settings and dyslexic children are usually to be found on the lowest table? Why is that? They are often bright, articulate and love to learn. They do notice the group settings. Incidentally, I think these are as unhelpful for the ‘highers’, who start to feel entitled, as they are for the ‘lowers’ who often stop trying.

How are the needs of this invisible disability being met? How is that impacting on the self-esteem of the individual? Their behaviour, anxiety levels? How are they treated by other children in the class and what small slights must they suffer daily?

Self-esteem can be thought of as the gap between where an individual would like to be and where they are. Consider this: a reasonably bright, interested individual, who is struggling every day to do the simple things (reading and writing) that peers seem able to do without much effort i.e. automatically.

In maths, dyslexics might struggle to remember symbols, plot layout, learn to tell time and times tables. Ask them to do something quickly and they may not be able to do it at all.

Given the fact that children naturally compare themselves and that this is being implicitly reinforced through ‘ability’ groups, it surely has to take its toll?

In a school or setting where dyslexia is not recognised, dyslexics are undermined: every day, every minute, every second.

The difficulties may not end with academia, in sport, where several instructions are given at once, involving an ability to orientate oneself, dyslexics may also struggle. In performances, they may find it almost impossible to remember lines or lyrics and will struggle to sit through hours of rehearsals.

Personal organisation may be poor; the coat may be left outside, the PE kit on the floor, the glue stick all over the table. At lunch time, they may forget the sequences around queuing up and getting served, exacerbated by a pressured and noisy environment. Please be patient.

Please don’t suggest your dyslexic learners need to ‘learn resilience’, ‘work harder’, develop a ‘growth mindset’, these are skills a dyslexic person generally has in abundance.

Bullying of dyslexic learners by peers may be subtle and ‘below the radar’, be aware and work to stamp out attempts to undermine these children, often amongst the most vulnerable in the classroom.

Talk with your class about dyslexia and what it means for the individual, help them to understand and not to judge.

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