Dyslexia is more than just mixing up letters or reading slowly; it’s often a completely different way of processing the world.
For many dyslexic people, school wasn’t just hard because of the workload; it was hard because the way they learned didn’t fit neatly into the traditional system. Looking back, a lot of them wish their teachers had understood a few simple things that could’ve made all the difference. Here are some of the things dyslexic people often wish their teachers understood about the way they absorbed information. It would have made being in the classroom much easier.
1. Reading difficulty isn’t the same as lack of intelligence.
One of the most damaging assumptions is that struggling to read quickly means struggling to think deeply. It’s not true. Dyslexic brains can be incredibly sharp, creative, and insightful; they just process written language differently. Teachers who understood that intelligence and reading speed aren’t the same thing could have made classrooms safer, more encouraging spaces, rather than places where slow readers were left feeling lesser without reason.
2. Extra time isn’t a privilege—it’s a necessity.
Getting extra time on tests or assignments often felt like being singled out or pitied. But for dyslexic students, it isn’t about getting an advantage. It’s about giving their brains the space they need to decode information and respond meaningfully. Teachers who treated accommodations like basic tools rather than favours helped dyslexic kids stay engaged without feeling like they were “getting away” with something because they weren’t. They were just being given a fair shot.
3. Reading aloud in class could feel terrifying.
For many dyslexic students, being asked to read out loud was a nightmare. It wasn’t just embarrassing; it was panic-inducing. The fear of stumbling, freezing, or being laughed at made it hard to focus on anything else during class.
Teachers who offered alternatives such as private reading or buddy systems created a huge sense of relief. It allowed dyslexic students to participate in learning without being thrown into public anxiety spirals over something they couldn’t control.
4. Visual aids and hands-on learning help more than endless reading.
Traditional teaching methods heavily favour reading and writing. However, many dyslexic learners thrive with visual diagrams, physical models, demonstrations, and storytelling that engages more senses. Teachers who mixed up their teaching styles—adding images, conversations, activities, and real-world examples—made it possible for dyslexic students to connect with the material, not just struggle against it.
5. Spelling mistakes don’t mean they’re not trying.
It’s easy to assume that messy spelling or poor grammar means a student didn’t put in enough effort. But for many dyslexic kids, spelling is a constant, exhausting battle, even when they know the content inside and out. Teachers who graded thoughtfully by valuing ideas and effort over perfect spelling every time made dyslexic students feel like their voices mattered, even if their papers didn’t look perfect on the surface.
6. Repetition isn’t laziness; it’s how mastery happens.
Dyslexic learners often need to go over information multiple times before it sticks. That’s not because they’re slow or lazy; it’s because their brains are building different, often more complex, pathways to store the information. Teachers who offered patient review, allowed students to revisit material, and understood that quick memorisation wasn’t the only marker of intelligence created an environment where dyslexic kids could actually thrive instead of just survive.
7. Listening can be just as powerful as reading.
While reading might be slow or stressful, many dyslexic students are phenomenal listeners. They absorb lectures, discussions, and stories with nuance and depth when the pressure of reading is lifted. Teachers who embraced audiobooks, podcasts, and verbal discussions opened up whole new worlds for dyslexic learners, letting them showcase their strengths instead of constantly being trapped by their reading challenges.
8. Creativity is often their superpower.
Dyslexia can come with incredible creative advantages: out-of-the-box thinking, vivid imagination, problem-solving skills that other people don’t even see. But traditional education often squashes creativity in favour of rigid structure. Teachers who celebrated creative answers, welcomed unusual approaches, and valued fresh perspectives helped dyslexic students lean into their strengths instead of hiding them out of fear of “doing it wrong.”
9. Silent struggle doesn’t mean they’re okay.
Some dyslexic students become experts at hiding their struggles, masking confusion, nodding along, laughing off mistakes. On the outside, it might seem like they’re fine. Inside, they might be drowning. Teachers who checked in privately, offered support without spotlighting them, and made it safe to ask for help without shame made a huge difference. Because silence doesn’t mean success; it often just means fear.
10. Encouragement matters way more than constant correction.
Getting corrected over and over, especially in front of peers, destroys confidence faster than almost anything else. Dyslexic students don’t need endless red ink; they need encouragement that keeps them coming back to try again. Teachers who balanced corrections with genuine praise for effort, improvement, and creativity helped build resilience rather than reinforcing shame, and that resilience carried far beyond the classroom walls.
11. Flexibility in how they show their knowledge is key.
Written essays and timed tests aren’t the only ways to prove understanding. Some dyslexic learners might express themselves better through oral presentations, videos, drawings, or even casual discussions. Teachers who offered different ways to demonstrate learning gave dyslexic students a fair chance to shine, not just survive, by showing what they knew in ways that actually aligned with how their brains worked best.
12. Small successes should be celebrated, not brushed aside.
What looks small from the outside—reading a full paragraph, spelling a tricky word right, writing a page without freezing—might be a huge win inside. Every inch of progress matters more than most people realise.
Teachers who noticed and celebrated these moments made dyslexic students feel seen and valued. Recognition of small victories builds momentum, and sometimes that momentum is what keeps a struggling student going through the hardest days.
13. Belief in their potential can change everything.
At the end of the day, what dyslexic students needed most was belief—not pity, not lowered expectations, but real, grounded belief that they were capable, valuable, and destined for more than just “getting by.”
Teachers who saw past the struggles to the brilliant, capable minds behind them planted seeds that often grew into careers, confidence, and creativity in ways that student might not even fully realise until years later. That belief, quietly given and patiently held, changed lives more than any red mark or gold star ever could.
