Inclusive classrooms: dyslexia

The message is simple, writes Ellen Broomé: no child or young person should ever have to feel that education was set up for someone else.

Dyslexia is a common learning difference that primarily affects reading, writing and spelling. It can also impact working memory, processing speed and organisation. Around 10% of the population is dyslexic, including roughly one million school children. But most children and young people are never formally identified, and around 8 in 10 dyslexic young people leave school without a diagnosis.

As dyslexia is not a medical condition and there is no national pathway to assessment, in practice whether a child is identified often depends on whether their family can afford an assessment. This has created a stark divide, with around 90% of dyslexic children in higher-income households being diagnosed, compared with just 43% in lower-income households. Research also shows that girls are less likely to be identified, as are children with English as an Additional Language and children in more disadvantaged schools.

When dyslexia is not identified early, children are often seen as underperforming or disengaged. They miss out on appropriate teaching approaches, and their confidence can be severely affected. These experiences shape how children feel about school and learning, and we see the consequences of this lack of identification and support in their attainment: only around 40% of dyslexic pupils pass GCSE English and Maths compared with about 70% of their peers. That is a gap of over 30 percentage points.

Two-thirds of dyslexic young people say it makes them feel bad about themselves, and nearly half report a negative impact on their mental health. So this is not just an educational issue—it is about wellbeing and self-esteem too.

This gap is not about ability. It is about whether children are identified early and properly supported. Inclusive teaching is not an optional extra; it is a core part of effective classroom practice. When learners feel understood, valued and capable, they are far more likely to engage and succeed. A teacher’s approach can be the difference between a student withdrawing from learning and one realising their potential.

Inclusive teaching helps everyone
While inclusive practice is essential for dyslexic learners, we know it benefits the whole classroom. Clear instructions, flexible teaching approaches, structured learning, accessible resources and multi-sensory methods support a wide range of needs. Strategies that remove barriers for some often improve access for all.

Inclusive practice also builds confidence, independence and engagement. When pupils feel able to participate and succeed, they are more willing to take risks, ask questions and develop resilience.

Here are some practical tips that can be used in the classroom to support both dyslexic learners and the whole class:

Use assistive technology can reduce the impact of literacy difficulties so learners can focus on content. An example at primary level could be a learner using an iPad with spellcheck or text-to-speech to check spelling and listen back to their writing, supporting early independence and confidence. Or at secondary level a learner could use speech-to-text software to get ideas down quickly for longer written tasks, reducing cognitive load and supporting more complex expression. 

Allow more time to process. Dyslexic learners often have slower processing speed and benefit from reduced time pressure. As example at primary level, teachers allow extra wait time after asking questions, enabling learners to organise their thoughts before responding. Or at secondary level, teachers build in thinking time before class discussions or written responses, improving the quality and accuracy of contributions. 

Avoid putting learners on the spot to read aloud. This helps to reduce anxiety and protects self-esteem while still encouraging participation. As an example at primary level, invite learners to volunteer to read rather than selecting them. This helps them to feel safe and in control. Secondary-level learners could choose alternative roles such as summarising verbally or contributing ideas, unless they actively choose to read aloud.

Use multisensory approaches to teaching. This helps by supporting memory, engagement and understanding, by presenting information in multiple diverse ways. For example, primary-level learners could use physical resources, movement, visuals, and oral activities alongside written work to reinforce new concepts. At secondary level, teachers can combine diagrams, discussion, colour-coding, videos and practical demonstrations to support retention of subject-specific content.

Provide opportunities for revision and metacognition. This strengthens memory and helps learners understand how they learn best. For primary students, revisit key concepts regularly and encourage learners to talk about what helped them remember information. At secondary, learners can be supported to reflect on strategies that worked for revision and planning, building independence and self-awareness.

Break tasks into manageable steps. This helps to reduce overwhelm and supports organisation and task completion. For primary students, give instructions one step at a time, supported with visuals or checklists. For secondary students, larger assignments are chunked into stages with clear deadlines, reducing cognitive overload and improving time management.

Offer different ways to demonstrate knowledge. This ensures that assessment is focused on understanding rather than literacy skills alone. Primary learners may explain their learning verbally, through drawings, or short videos instead of written work where appropriate. Secondary learners can produce a video, podcast, or presentation rather than a written essay, where the task objectives allow.

Avoid assuming prior knowledge. Dyslexic learners may struggle with reading, spelling, and vocabulary, even when concepts are age-appropriate. For primary students, introduce new topics with explicit explanations of key vocabulary, supported by visuals and discussion. At secondary level, clearly define subject-specific terminology and avoid assuming learners know word meanings or can infer them from text.

Inclusive practice is not about creating separate systems for different learners. It is about designing classrooms that give every learner the best chance to thrive. Individual teachers make a huge difference, but systemic change is still needed to ensure all learners with dyslexia are properly supported. We want to see earlier identification of dyslexia, more consistent access to specialist support, and stronger training for all education professionals. We believe classrooms should be designed with inclusion in mind from the outset, not as a bolt on or afterthought. And we are committed to listening to dyslexic children and young people and making sure their voices and experiences shape the support they receive.

For schools and educators, this is an opportunity. Small, intentional changes in everyday practice can have a lasting impact on confidence, engagement and outcomes. Whether you are embedding inclusive strategies, advocating for training, or sharing good practice with colleagues, your actions contribute to wider change.

You can be part of this by engaging with the British Dyslexia Association’s resources, taking part in training, raising awareness in your setting, and continuing to build classrooms where every learner is supported to reach their full potential.