Dyslexia ‘invisible’ in schools amid parent-teacher divide on support

A study carried out by researchers at Nottingham Trent University (NTU) and the University of Birmingham explored the real-life experiences of parents and teachers regarding children who have reading and writing difficulties, and whether a formal diagnosis of dyslexia improves support.

Findings of interviews with 39 participants highlighted a disconnect between parents’ concerns for their children's long-term wellbeing and teachers' focus on short-term classroom management. The study identified 40 factors that appeared to work in different combinations to influence if a child’s access to education was on a positive or negative trajectory.

The families saw dyslexia as something that affects not just reading and writing skills, but also their child's confidence, ability to learn in the usual school environment, their overall wellbeing, and importantly their inclusion. They felt that their children were not truly included and supported, leading to a loss of independence and frustration for both the children and their parents.

While teachers acknowledged the need for literacy support, their perspectives were often shaped by the immediate need to manage a diverse group of learners within existing policies and resource limitations. Their focus tended to be on the collective progress and the smooth running of the classroom. They were also constrained by varying levels of knowledge about dyslexia.

However, the study did reveal areas of best practice when teachers were well-informed through experience or additional training and were able to meet a child’s needs and foster a sense of inclusion and community within their schools. Effective communication and shared understanding between parents and teachers also resulted in more successful outcomes.

The paper, published in the journal Dyslexia, also considered the value of a formal dyslexia diagnosis and its impact on support, as many parents sought a diagnosis to help them navigate the education system.

Professor Julia Carroll, Professor of Psychology in Education at the University of Birmingham, said: “We believe that the gap between parent and teacher perspectives can be partially bridged through the effective and consistent diagnosis of dyslexia, which serves as a conduit for shared communication and understanding, making a child's unique needs more visible. This visibility is crucial, as dyslexia can affect various aspects of life both in and beyond school. This underscores my recent work on an updated definition of dyslexia.”

Professor Clare Wood, director of the Centre for Research in Language, Education and Developmental Inequalities at NTU, added: “The identification of dyslexia is important in improving the visibility and understanding of a child's learning difficulties. The absence of a diagnosis can, and did, result in significant negative consequences for a child’s education.

“We found that some schools did not acknowledge or act on a diagnosis, instead falling back on local policies. A diagnosis alone does not currently guarantee appropriate support, and its value is realised only when it is acknowledged and acted upon by those responsible for the child's education.”

Read the full paper on the Dyslexia website.