Dyslexia Awareness Week 2026: Supporting Dyslexic Learners in the Classroom and Beyond
Dyslexia Awareness Week 2026 takes place from 5–11 October, with this year’s theme focusing on ‘Dyslexia in real life: At work’. But supporting dyslexic people starts long before they enter the workplace. For teachers and education professionals, creating an inclusive classroom can help young people develop the confidence, strategies and independence they need both in education and beyond.
At Prospero Teaching, we know that every learner brings their own strengths, needs and ways of learning into the classroom. Dyslexia is one of the most common specific learning differences, with around one in ten people believed to be dyslexic. It can affect reading and writing, but it can also influence areas such as information processing, organisation, working memory and processing speed.
This Dyslexia Awareness Week, we’re looking at some of the ways teachers and support staff can help create classrooms where dyslexic learners feel understood, supported and able to thrive.
What is dyslexia?
Dyslexia is a specific learning difficulty that primarily affects the acquisition of reading and spelling. However, its impact can extend beyond literacy, with some people experiencing difficulties with information processing, memory, organisation and other areas of learning.
Importantly, dyslexia looks different for everyone. Some learners may struggle with reading fluency or spelling, while others may experience difficulties with organising their work, remembering instructions or processing information quickly.
This means there isn’t one approach that works for every dyslexic learner. Understanding the individual is key.
Recognising dyslexia in the classroom
Teachers and teaching assistants are often in a valuable position to notice when a pupil may be experiencing persistent difficulties with aspects of learning.
Some possible signs can include:
- Difficulty with reading fluency or accuracy
- Persistent spelling difficulties
- Difficulty remembering sequences or instructions
- Challenges with written expression
- Taking longer to process written or spoken information
- Difficulty organising tasks or managing several instructions at once
- Becoming tired or frustrated during reading and writing activities
These signs do not automatically mean that a pupil is dyslexic, and every learner will have a different experience. However, recognising patterns of difficulty can help teachers work with the appropriate staff, parents and specialists to understand what support may be beneficial.
Practical ways teachers can support dyslexic learners
Small changes in the classroom can make learning more accessible without lowering expectations.
1. Break instructions into manageable steps
Long or complex instructions can be difficult to process and remember. Breaking activities into clear, smaller steps can make it easier for pupils to understand what is expected of them.
Written instructions, checklists and visual prompts can also provide something for learners to refer back to independently.
2. Give learners time to process
Not every learner will process information at the same speed. Allowing additional thinking and processing time before expecting an answer can reduce pressure and give pupils the opportunity to demonstrate what they know.
3. Use a range of teaching approaches
Multisensory teaching can combine visual, auditory and tactile approaches to reinforce learning. The British Dyslexia Association highlights a range of teaching strategies designed to support dyslexic learners across different stages of education.
For example, teachers might combine spoken explanations with diagrams, demonstrations, discussion or practical activities rather than relying solely on written instructions.
4. Support organisation and independence
Organisation can be an area of difficulty for some dyslexic learners. Simple strategies such as visual timetables, colour coding, checklists, calendars and clearly structured routines can help pupils manage their workload.
The aim isn’t to do everything for the learner. Instead, effective support can help them develop strategies they can use independently.
5. Focus on strengths as well as challenges
Dyslexia should not be viewed solely through the difficulties it can create.
The British Dyslexia Association highlights that many dyslexic people demonstrate strengths in areas such as reasoning, visual thinking and creativity.
Giving learners opportunities to recognise and use their strengths can be just as important as providing support with areas they find more challenging.
Preparing learners for life beyond the classroom
This year’s Dyslexia Awareness Week theme, ‘Dyslexia in real life: At work’, highlights that dyslexia doesn’t disappear when a learner leaves school.
The British Dyslexia Association points out that dyslexia can affect areas of working life including applications, processing information, managing workloads, using workplace systems and career progression.
That makes the skills developed at school particularly valuable.
Helping a learner understand how they learn best, encouraging them to ask for support, developing organisational strategies and building confidence can give them tools they can take with them into further education, training and employment.
For teachers, this means that supporting a dyslexic learner isn’t simply about helping them complete today’s lesson. It’s also about helping them develop the confidence and strategies to navigate future environments.
Creating a more inclusive classroom
Supporting dyslexic learners doesn’t have to mean creating completely separate lessons or lowering expectations.
Often, it means thinking about how information is presented, how learners are given the opportunity to demonstrate their understanding and what barriers might be getting in the way.
Inclusive strategies can benefit the whole classroom too. Clear instructions, visual resources, structured activities, opportunities to process information and different ways of demonstrating learning can support a wide range of learners.
Most importantly, listen to the individual. Every pupil’s experience of dyslexia is different, and the most effective support starts with understanding what that particular learner needs.
Supporting every learner with Prospero Teaching
At Prospero Teaching, we’re passionate about connecting schools with teachers, teaching assistants, tutors and education professionals who are committed to making a difference.
Whether you’re an experienced SEN specialist, a teaching assistant supporting pupils in the classroom or a teacher looking to develop your understanding of neurodiversity, the right education role can give you the opportunity to have a lasting impact on learners.
This Dyslexia Awareness Week, let’s continue to build classrooms where differences are understood, strengths are recognised and every learner has the opportunity to reach their potential.
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