As a dyslexia assessor, I meet students who’ve spent years believing they’re “just not good at school.” By the time they reach me, many have developed coping strategies, deep-seated anxiety, and a quiet sense of failure. Not because they lack ability—but because their dyslexia was never recognised.
Despite being one of the most common learning differences, dyslexia remains invisible in far too many classrooms. And I see the consequences every day.
Common Signs of Dyslexia Teachers May Overlook
Teachers care deeply. But they’re often undertrained, under-resourced, and overwhelmed.
In September 2025, Adam Dance, an MP for Somerset presented a ‘ten minute rule’ Bill to Parliament, requesting that “teachers have access to simple tools to spot learning needs earlier and make small adjustments in the classroom that can transform a child’s life”.
Dyslexia doesn’t always present as obvious reading difficulty. It can look like:
- Disorganised writing
- Poor working memory
- Slow processing speed
- Avoidance behaviours
- Verbal fluency masking written struggles
Without proper screening, these signs are easily misread as laziness, inattentiveness, or low ability. Many students—especially girls, bilingual learners, and those with co-occurring conditions—are missed entirely.
The Impact of Undiagnosed Dyslexia on Students
When dyslexia goes undetected, students are left to navigate a system that doesn’t fit how they learn. I’ve assessed teenagers who’ve never been told they’re dyslexic—despite years of struggle. Many carry years of feeling ‘not good enough’ without knowing why.
- Self-esteem erosion: Many internalise their difficulties as personal failure.
- Academic underachievement: Bright students fall behind—not because they can’t learn, but because they’re taught in ways that don’t match their processing style.
- Mental health strain: Anxiety, school avoidance, and burnout are common.
- Missed strengths: Dyslexic minds often excel in creativity, empathy, and problem-solving. These gifts go unnoticed when the focus is only on deficits.
“It would have made such a difference if someone had said ‘Yes, you can do things.” – Jess Sanders, interview https://www.dyslexia-first.co.uk/interview-with-jess-sands-entrepreneur-and-dyslexia-advocate/
Why Dyslexia Remains Invisible in Education
As an assessor, I’ve seen firsthand how hard schools work to support diverse learners. But even with the best intentions, dyslexia can still go unnoticed. The barriers aren’t about blame—they’re about systems that need strengthening.
Together, we can change that.
- Limited training opportunities: Many teachers receive only brief coverage of neurodiversity during their initial training. Dyslexia is complex, and ongoing professional development is key to recognising its varied presentations.
- Inconsistent screening practices: While some schools screen early, others may not have the tools or capacity to identify dyslexia until a child is significantly behind. A more consistent, proactive approach could make a big difference.
- Resource constraints: Formal assessments can be expensive and time-consuming. Families without access to private options often face long waits, and schools may struggle to meet growing demand.
- Lingering stigma: In some environments, dyslexia is still misunderstood or seen as a deficit. This can lead to silence, missed opportunities, and students feeling ashamed of their learning differences.
By working together—assessors, educators, families, and policymakers—we can build a more inclusive system where dyslexia is recognised early, supported effectively, and understood as a strength as well as a challenge.
You can make a difference – Support Jamie’s campaign for people with dyslexia
Dyslexia Awareness Week 2025: Raising the Volume
This Dyslexia Awareness Week, we’re raising the volume—making dyslexia seen, heard, and understood.
It’s time to:
- Screen early and equitably: Every child deserves the chance to be recognised before they fall behind.
- Train teachers deeply: Not just what dyslexia is, but how it shows up in real classrooms.
- Listen to lived experience: Students and families are the experts. Their voices must shape policy and practice.
- Celebrate neurodiversity: Dyslexia isn’t a deficit—it’s a different way of thinking. Let’s build schools that honour that.
Final Thoughts
Dyslexia isn’t invisible because it’s hard to see. It’s invisible because we’re not always looking in the right places.
As an assessor, I see the relief in a student’s face when they finally hear: “You’re not broken. You just learn differently.” That moment matters. But it shouldn’t come so late.
Let’s raise the volume—so no child has to whisper their struggle, or hide their brilliance, ever again.
