How to Talk to School About Dyslexia
Raising dyslexia with your child's school can feel daunting. You might worry about being dismissed, not having the right words, or not knowing what support to ask for. But having this conversation early and clearly gives your child the best chance of getting the help they need.
This guide walks you through how to talk to school about dyslexia, from preparation right through to following up on agreements.
Get Your Facts and Evidence Ready
Schools respond better when you come with concrete information rather than general concerns. Before any meeting, gather:
- A formal dyslexia diagnosis (educational psychology assessment or specialist report)
- Examples of your child's difficulties with reading, writing, or spelling
- Notes on how long these struggles have been happening
- Any previous test results or teacher feedback
- Information about dyslexia in your family, if relevant
If you don't have a formal diagnosis yet, that's worth mentioning to the school directly. Many schools will refer for assessment if you request it, though you may also pursue a private assessment yourself.
Write down 3-4 specific examples. Instead of "my child finds reading hard," say: "My daughter reads at half the expected speed for her age and often skips lines." Specific observations carry more weight.
Request a Proper Meeting (Don't Ambush Informally)
Don't catch the teacher in the corridor or send a hasty email. Email the school to request a formal meeting with the classroom teacher, SENCo (Special Educational Needs Coordinator), and any other relevant staff. Give at least two weeks' notice.
Your email might read:
"I'd like to arrange a meeting to discuss my child's reading and spelling difficulties. I have concerns about their progress and would like to explore what support the school can offer. Could we meet in the next two weeks?"
A formal meeting shows you're serious and gives everyone time to prepare. It also creates a documented record of the conversation.
Know What to Ask For
Walking in without knowing what support exists leaves the school to suggest things on their terms. Research what schools can reasonably offer:
- Extra phonics or reading sessions
- Dyslexia-friendly teaching strategies in the classroom
- Extra time in assessments or exams
- Digital tools and technology (including Dyslexly, which provides OpenDyslexic font, text-to-speech, and colour overlays)
- Coloured overlays or coloured paper for reading
- Progress monitoring and regular reviews
- Referral for an educational psychology assessment
Write your requests down before the meeting. Avoid asking for the moon, but do be clear about what would genuinely help your child. If your child uses accessibility tools at home (text-to-speech, different fonts, specific reading apps), mention this. Schools sometimes assume tools "won't work" when actually they're proven to boost confidence and engagement.
Prepare What You'll Say
You don't need a script, but having key points ready prevents you from getting flustered or sidetracked. Plan to cover:
- Your observation: "We've noticed [specific difficulty] for about [timeframe]."
- Impact: "This is affecting their confidence and [reading/writing/learning in general]."
- Evidence: "Here's our recent assessment" or "Here are examples from home."
- Your request: "We'd like the school to [specific support]."
- Collaboration: "We want to work with you to help them succeed."
Tone matters enormously. Approach the conversation as a problem-solver on the same team as the school, not as a parent making accusations. Teachers are far more receptive when they feel respected and supported.
During the Meeting: Listen, but Stay Firm
You might hear: "He's just a slower reader, he'll catch up," or "We don't usually do that here." Listen to the school's perspective, but know your child. If your gut tells you they need support, don't back down.
Respond calmly:
- "I understand that view, but his reading hasn't improved over two years. We'd like to try extra intervention."
- "I know that's not standard practice, but would it be possible given his needs?"
- "Can you help me understand why you think this wouldn't work?"
Asking "why" often opens doors. It's harder to refuse a reasonable request with evidence behind it.
Take notes during the meeting. Write down what was agreed, what the school will do, and by when. At the end, confirm verbally: "So, to summarise, you'll refer us for assessment by the end of term, and meanwhile [teacher] will try paired reading sessions twice a week. Is that right?"
Get It in Writing and Follow Up
Send a follow-up email within two days, thanking them and restating what was agreed. This creates a paper trail and prevents misunderstandings.
"Thank you for meeting with us yesterday. We agreed that: 1) You'll refer [child's name] for assessment with the Ed Psych by end of term. 2) [Teacher name] will carry out phonics catch-up sessions twice weekly. 3) We'll review progress in 6 weeks.
Please let me know if I've misunderstood anything."
Most schools will reply confirming this. If something gets delayed, you can politely reference your email.
Schedule a review date from day one. Even if everything goes smoothly, check in after 6-8 weeks. Is the extra support helping? Does your child seem more confident? Is reading getting easier? This keeps momentum going and shows the school you're genuinely invested in progress, not just making a one-off request.
Make Use of Available Tools and Support
While your school puts formal support in place, you can boost reading at home too. Many families find that tools designed for dyslexia (like a Chrome extension offering dyslexia-friendly fonts and text-to-speech) can make practise less frustrating. Your child might feel more willing to read if text appears in OpenDyslexic font or if they can hear words read aloud. Some schools even provide these tools via their computers, so it's worth asking whether Dyslexly or similar accessibility software could be installed on school devices to help during lessons and independent work.
Dyslexia support isn't only the school's job. Your role at home matters just as much. Practise little and often, keep reading enjoyable, and celebrate small wins.
Knowing When to Escalate
Sometimes schools are reluctant or slow to help. If you've had a meeting, made a request, and nothing happens after two months, it's time to escalate. Send a formal letter to the head teacher and SENCo, referencing your previous emails and meeting notes. Request a meeting to discuss why your agreed actions haven't been implemented.
If the school continues to refuse reasonable support, you have rights. Most local authorities have SEND (Special Educational Needs and Disabilities) appeal procedures, and there are parent advocacy organisations who can guide you.
But most of the time, a calm, evidence-based conversation with clear expectations works. Schools want to help; they just need to understand what your child needs and why.
Talking to your school about dyslexia doesn't have to be confrontational or scary. Arm yourself with facts, be specific about what you're asking for, and approach the conversation as a partnership. Most teachers are genuinely keen to support struggling readers once they understand the issue. By having this conversation early and clearly, you're giving your child permission to succeed with the right tools and strategies in place.
Frequently Asked Questions
What if the school says my child doesn't have dyslexia and refuses to help? Asks them to explain why they think reading is difficult if not dyslexia, and what they propose instead. If they refuse referral for assessment, you can request this yourself via your GP or pursue private assessment. Bring your private report back to the school and ask them to implement support based on it.
Should I mention specific tools like text-to-speech or coloured overlays? Yes, absolutely. Mention what helps your child at home. If they respond well to overlays, say so. If they use audiobooks or read better with a specific font, share that. Tools like this are evidence-based and most schools accept them as reasonable adjustments.
How often should we review progress? Every 6-8 weeks is ideal to start with. This keeps the school accountable and lets you spot quickly if support isn't working. After a term, move to termly reviews. But don't wait until review meetings to raise concerns, particularly if support seems to be making no difference.
What if my child is in secondary school? Ask to meet the SENCo, the child's form tutor, and any subject teachers where dyslexia most affects them (usually English). The approach is the same, but secondary schools often need more explanation because they may have less direct observation of individual students. Emphasise how dyslexia affects across subjects, not just reading lessons.
Can I ask for an EHCP (Education, Health and Care Plan)? Yes, you can request one from your local authority if your child has complex needs that school support alone won't meet. However, schools often try school support first. If dyslexia is affecting your child's access to learning significantly, it's reasonable to ask your SENCo about the EHCP assessment process during your meeting.