Understanding Dyslexia and Its Impact on Mental Health: A Focus for Child Mental Health Week

Understanding Dyslexia and Its Impact on Mental Health: A Focus for Child Mental Health Week

Child Mental Health Week in the UK is an important opportunity to shine a light on the emotional and psychological well-being of children and young people. This year, the event’s theme—”Know yourself, grow yourself”—provides an ideal moment to discuss the often-overlooked connection between dyslexia and mental health. For children with dyslexia, navigating the world of reading, writing, and learning can feel like an uphill battle, and the emotional toll of this struggle deserves recognition and support.

Although Dyslexia is a primarily seen as a learning difficulty that affects the ability to read, write, and spell, it can have a much wider impact. While dyslexia is estimated to affect 10% of the UK population, its impact on a child’s self-esteem, confidence, and mental health may go unnoticed or unaddressed. Sadly, the affects can continue into adulthood.
The Mental Health Challenges Faced by Children with Dyslexia

Children with dyslexia often experience frustration and anxiety due to the challenges they face in school. They may feel as though they are “falling behind” their peers or worry about they are perceived. In my practice, I often see children start to feel under more stress leading up to tests, such as SATs or when starting to consider the transition from primary school.

These feelings can lead to a range of mental health issues, including:
• Low self-esteem: Struggling with tasks that seem easy for others can lead to a sense of inadequacy.

• Anxiety: Fear of being called on to read aloud in class or to complete a written assignment can create significant stress.

• Stress: The need to work harder and longer to complete the same tasks as their peers, often being kept in during breaks to complete work.

• Depression: Persistent feelings of failure or social exclusion can contribute to feelings of sadness and hopelessness.

• Behavioural issues: Frustration can sometimes manifest as acting out, leading to misunderstandings with teachers and peers.

Why Early Intervention Matters

Early identification and support for dyslexia are crucial, not only for academic success but also for a child’s mental well-being. However, as our book “What if it’s not dyslexia?” also identifies, the right support and consideration to any coexisting conditions which are un/diagnosed is also important. Some children may require a multi-disciplinary team to provide the right support and intervention package. Often, language delays or sensory needs are not identified and they are key to providing the correct foundations for dyslexia specialist, like myself, to be able to them work with the SALT or OT or know that those additional needs are being supported. Think of it like a building block, dyslexia intervention needs to be delivered on top of strong foundations, otherwise, interventions may not be as effective.

When dyslexia is recognised early, children can access tools and strategies that help them learn effectively, reducing feelings of frustration and inadequacy. Schools that provide tailored support, such as extra time during exams or access to assistive technology, can make a significant difference in a child’s confidence and ability to thrive. Delivering targeted intervention which meets the child’s needs is also important. Children are very much aware if they are receiving intervention or being taken out of class for extra support. When the incorrect intervention or more of the same, is delivered, this might leave the child feeling they are failing, even with intervention.

Children’s Mental Health Week 2025 is scheduled for 3–9 February, with the theme “Know Yourself, Grow Yourself”. This theme encourages children and young people to embrace self-awareness, helping them build resilience and personal development. The initiative is organised by Place2Be, a UK-based children’s mental health charity.

childrensmentalhealthweek.org.uk

In collaboration with Here4You, supported by The Walt Disney Company, Place2Be has developed resources featuring characters from Pixar’s “Inside Out” and its sequel. These materials aim to help children explore their emotions and understand themselves better.

place2be.org.uk

For educators, the School of Kindness is hosting a live virtual assembly on Monday, 3 February 2025, at 9:15 am, suitable for Key Stages 1 and 2. They also offer free lesson plans focused on kindness, which complement the week’s theme by promoting self-awareness and empathy.

schoolofkindness.org

Additional resources, including assembly guides and activities for schools, youth groups, and families, are available on the Children’s Mental Health Week website.

childrensmentalhealthweek.org.uk

By participating in these activities, children can learn the importance of understanding themselves, which is crucial for their mental health and overall well-being.

Here are some ways to support children with dyslexia during this week and beyond:
1. Encourage open conversations: Create safe spaces for children to talk about their struggles and feelings without fear of judgment.

2. Build self-esteem: Celebrate their strengths, whether in creativity, problem-solving, or other areas.

3. Metacognition: Help children to reflect on their own progress, it doesn’t need to be educational. It can link to resilience and self-esteem. How they have met new challenges or a different response to old challenges.

4. Promote peer understanding: Educate classmates about dyslexia to foster empathy and inclusion.

5. Provide mentorship: Pair children with dyslexia with older role models who have overcome similar challenges.

6. Encourage activities that highlight strengths: Dyslexia is often associated with strengths in areas like storytelling, art, and critical thinking. Encourage children to pursue these passions.

Resources and Support

If you’re a parent, teacher, or caregiver, there are numerous organisations and resources available to help support children with dyslexia and their mental health:
• The British Dyslexia Association offers guidance on assessment, support strategies, and advocacy.

• YoungMinds provides resources for promoting children’s mental health and tackling anxiety, depression, and low self-esteem.

• Place2Be, the organiser of Child Mental Health Week, has excellent resources for fostering emotional resilience in schools and at home.

In our book “What if it’s not Dyslexia?” my co-author Laura Graham address anxiety in our chapter about anxiety and trauma. There are many aspects from this chapter which parents and schools can take away,

For Schools:

1. Recognising Anxiety in Students – Schools should be aware that anxiety can manifest in different ways, including avoidance behaviours, disruptive actions, or struggles with memory and concentration. Recognising these signs early can help in providing appropriate support. Throughout the book I often stress how anxiety can have a significant impact upon the working memory and in turn, this can have an impact upon any information being processed and sent to the long term memory for later retrieval.
2. Creating a Safe Learning Environment – A child must feel emotionally and physically safe in school to be able to learn. Schools can focus on building strong relationships, reducing stressors, and implementing trauma-informed approaches.
3. Supporting Literacy Development – Literacy difficulties can contribute to anxiety, and vice versa. Schools should consider individualised approaches, extra support for struggling readers and spellers, and a focus on confidence-building strategies.
4. Understanding the Impact of Trauma – Many children may have experienced Adverse Childhood Experiences (ACEs), which can shape their emotional responses and learning abilities. Staff should be trained in recognising and addressing these issues.
5. Encouraging Co-Regulation – Teachers and school staff should engage in co-regulation strategies, helping students manage emotions through supportive interactions.
6. Seeking Professional Guidance – Schools should collaborate with educational psychologists to implement trauma-informed practices and provide specialised interventions. many schools already engage with local mental health charities and national organisations which can come into school to offer sessions with children.

For Parents:

1. Understanding Anxiety and Trauma in Children – Parents should be aware that anxiety is not just about nervousness; it can interfere with daily activities, education, and social life.
2. Recognising Coping Mechanisms – Children might display fight, flight, freeze, or fawn responses in stressful situations. Being mindful of these behaviours can help parents respond with empathy rather than frustration.
3. Providing a Secure Environment – Stability, routine, and emotional support at home can help children feel safe and reduce anxiety-driven behaviours.  I understand it can be very difficult for parents to know how to respond and what action to take when a child shows signs of anxiety. It can also be extremely difficult to get the support of local services.
4. Supporting Literacy Without Pressure – If a child struggles with reading or writing, parents should focus on building confidence, using a patient and encouraging approach.
5. Seeking Support When Needed – If anxiety, trauma, or attachment issues significantly impact a child’s well-being, seeking guidance from professionals such as educational psychologists or therapists is beneficial. I would always suggest seeking advice at the very early stages, get help and advice before anxiety becomes too entrenched. It can be hard to break some of the secondary behaviours which can often occur as a result of anxiety.

Final Thought:

Both schools and parents play a vital role in supporting children’s emotional well-being. A collaborative approach that fosters safety, self-awareness, and emotional regulation can help children thrive academically and personally.

Looking Ahead

Child Mental Health Week reminds us of the importance of seeing the whole child, beyond their academic performance. By acknowledging the unique challenges faced by children with dyslexia and offering them emotional, social, and academic support, we can help them build resilience and confidence. Together, we can create an environment where every child feels valued and supported—not despite their differences but because of the unique strengths they bring to the world.

Let’s use this week to champion the connection between understanding, empathy, and action. Every child deserves to feel confident, capable, and supported, and by addressing the mental health challenges linked to dyslexia, we can take a significant step in that direction.