The ‘are you stupid look’. The reality: how dyslexia is ‘dealt with’ today. Written by Isabel Villaneuva Archer.

Dyslexia in 2024 is still very much to be 'dealt with' in schools. Understanding and awareness around neurodiversity is lacking, here's my story so far.

During my years in primary school, I was supported and received help from my teachers regularly; however, I mostly got help from the teaching assistants. They would take a group of us out of the lesson, and we would go over grammar, spelling, reading, and any other subjects that we might find more difficult. The teacher who would take us would try and find different methods for us, which I still use now. For example, words that end in -ight, like “light” and “bright,” I would remember by using the acronym “I go home tonight” to help with the spelling of the words.

Writing this has made me realize how those who are neurodivergent were often separated from the non-neurodivergent pupils. I understand why teachers might have thought this would be a good tactic to help us, but it could have a negative effect. Some of those pupils did not know why they were taken out and were made to feel different. Everyone in the group was put together despite having different needs, and being out of the lesson meant sometimes missing out on interesting activities and learning. Being neurodiverse was something to be “dealt with” outside of the class rather than being integrated within the classroom. Therefore, of course, the others in the class saw us as different, and not in a good way, reinforcing traditional attitudes toward neurodiversity.

However, despite the support I received in primary school regarding the basics of English, once I entered secondary school, that help slowly started to disappear. It was as if teachers began to forget and not understand that I sometimes needed additional strategies. I had my extra time for assessments and exams in the majority of subjects, though some teachers would say that I couldn’t have my extra time as the lesson had finished and it wouldn’t be fair to the rest of the students.

In my early years of secondary school, some classmates would say that I was using my dyslexia as an excuse or that it wasn’t fair for me to receive more help or attention. I mean, how can one use dyslexia as an excuse? When I would ask for help on how to spell a word, which they considered easy to spell, or its meaning, I would get “the are you stupid” look, which made me feel awkward and embarrassed.

Over time, this changed, and I became more confident in myself. I learned how to respond to these reactions by saying, “I am dyslexic,” and I would try to explain what it is, as many people tend not to know or understand. Sometimes, I would find it hard to explain dyslexia because a lot of the responses I would get were, “Oh, yeah, you can’t read or write,” and I would be like, “No, there is so much more to being dyslexic.” Yes, sometimes I struggle to write or communicate with others, or I may find phonics difficult. However, there are many strengths, such as having great attention to detail and patterns, and being creative and imaginative.

When selecting my IGCSE option subjects, I wanted to do Geography because I had a genuine interest in the subject. I asked my teacher if she thought I had the skills and ability to achieve a high grade, to which she responded by recommending that I consider taking a much “easier” subject, as my grades were not the highest. This frustrated me and brought me down, as I felt underestimated. This wasn’t 10 years ago; it was 2023. Regardless, I took IGCSE and A Level Geography, and I am planning to study Geography and International Development at university. I am very determined and persistent when it comes to my education and learning, even in subjects I found more challenging, such as Maths.

I was very frustrated because my teacher did not know how to approach the challenges and strengths of my dyslexia. As a result, I was overlooked, and when I asked questions, he didn’t know other strategies that could have suited my learning style. This led me to lose faith in my ability to do well, along with my motivation. Ever since I was diagnosed, I’ve always been open-minded about being dyslexic, always wanting to know more about it and trying not to let my struggles get me down.

Every time I had a new teacher at the start of the school year in secondary school, I would make them aware that I was dyslexic. I received a mix of responses; some teachers were very supportive and continued to be, while others kind of forgot about me and just treated me like everyone else. One teacher told me, “You’ll be fine; my sister has it, and she’s okay.” First of all, it’s not something that you “have.” Yes, I am dyslexic, and it’s part of who I am. I think people need to understand that being dyslexic is part of who you are, and it’s not something that can just go away. If that were the case, then I would be gone.

And yes, thank you; I know that I will be okay, but I sometimes just need that extra encouragement and support because I will occasionally struggle with some things more than others.

Share the Post: