Rethinking School - – The Issues of Dyslexic Support

Week 10 - of our Rethinking School Series

Last week, we explored another reason many families choose to leave mainstream education: SEN, SEND, and Not SEN(D) Enough.

This week, we focus on a group of home-educated students who have withdrawn from mainstream schooling and are now struggling to access education due to dyslexia.

At Orchard Training, we recognise that our student body includes a disproportionately high number of learners from specific demographic groups. As a dyslexic adult myself, I fully acknowledge any claims of bias in my perspective, but this also means I empathise deeply with my dyslexic students.

Unfortunately, despite the decades between my own schooling and theirs, our experiences in education remain strikingly similar. These bright, creative, and hardworking learners continue to be failed by the system. By the time they arrive at Orchard Training, many are three, four, or even five years behind in reading and writing. This is not because dyslexics cannot learn—on the contrary, there are countless examples of highly successful dyslexic individuals, including Richard Branson, Steven Spielberg, Albert Einstein, Jamie Oliver, Cher, Dr Maggie Aderin-Pocock, Sally Gardener, Whoopi Goldberg, Orlando Bloom, Tom Cruise, Leonardo da Vinci, Jim Carrey, Walt Disney, John Lennon, Theo Paphitis, Pablo Picasso, Guy Ritchie, Chris Robshaw, Holly Willoughby, Hamza Yassin, Benjamin Zephaniah, Keira Knightley, and even three U.S. presidents: John F. Kennedy, George Washington, and George W. Bush.

Despite my best efforts as a classroom teacher, I have repeatedly encountered resistance to adopting effective teaching methods for dyslexic learners. Too often, students are placed with teaching assistants who have little or no specialist training in dyslexia. In other cases, they are directed into generic Reading Recovery programmes rather than receiving targeted, dyslexia-focused interventions. Funding structures also contribute to the problem, as financial support is typically reserved for those who are already three years behind, rather than providing early and preventative support. This leaves many entering Key Stage 3 at secondary school with Key Stage 2 skills of Year 3 or Year 4.

Dyslexia is a specific learning difficulty that primarily affects the skills involved in reading, writing, and spelling. It does not reflect a student’s intelligence but rather the way their brain processes written and spoken language. The degree to which dyslexia affects students can vary widely: for some, it means mild spelling errors and slow reading speed, while for others it results in severe difficulties with decoding words, remembering sequences, or organizing written work. These differences mean that dyslexia can present unique challenges for each individual, influencing confidence, classroom participation, and long-term academic progress.

In British schools, students with dyslexia are entitled to support through the Special Educational Needs and Disabilities (SEND) framework. Help can include classroom adjustments such as extra time in exams, coloured overlays or tinted paper, access to assistive technology like text-to-speech software, and targeted literacy interventions. Some schools also provide one-to-one or small-group sessions with specialist teachers or teaching assistants trained in structured, multisensory approaches to reading and writing. The level of support often depends on whether a student has an official diagnosis and whether an Education, Health and Care Plan (EHCP) is in place.

Despite these provisions, the school system often fails dyslexic students. Many families report long waiting times for assessments, inconsistent availability of resources, and a lack of teacher training in recognising or addressing dyslexia. Support can vary dramatically between schools, meaning that some pupils receive tailored help while others are left to struggle. The pressure of a heavily exam-focused curriculum, combined with limited funding for SEND provision, often leaves dyslexic students at a disadvantage, undermining their potential and reinforcing feelings of frustration or failure.

How are we doing it differently

For many dyslexic learners, being homeschooled can also play a vital role in their success. Home education allows for a flexible, individualised approach that adapts to the child’s pace rather than forcing them to keep up with rigid classroom expectations. Lessons can be structured around their interests, using multi-sensory and creative methods that engage rather than discourage. Breaks can be taken when needed, and technologies such as audiobooks, speech-to-text, and interactive apps can be built seamlessly into daily learning. Most importantly, homeschooling often fosters a supportive environment where a learner’s confidence is protected, allowing them to see themselves as capable learners rather than constantly struggling to meet standards designed for a neurotypical classroom.

At Orchard Training, we use dyslexia-friendly learning methods that benefit both dyslexic and non-dyslexic students. We choose accessible literature and materials that genuinely capture interest. For some learners, finishing long chapter books is not yet possible, so we explore stories in other ways—listening to audiobooks, watching film adaptations, or engaging with graphic novels. The goal is always enjoyment and understanding of the story, not the endless struggle over decoding every word. If students are left fixated on word recognition, they miss out on the richer discussions happening around them—about themes, hidden meanings, and the author’s intent. Books allow us to experience complex lives and emotions safely, building empathy and insight. But if we cannot access those texts, those worlds remain closed to us. This is why it is essential that educational authorities recognise the need for modern technology—such as audiobooks and text-to-speech tools—and make them available earlier than is currently the case.

Our approach is also rooted in meeting learners where they are. We acknowledge, for example, that some students may still struggle with times tables well into secondary school. Traditional education assumes that all pupils should instantly recall multiplication facts, yet for dyslexic and dyscalculic learners, this expectation is often unrealistic. At Orchard Training, we use calculators to remove that barrier, enabling students to move on to more advanced mathematical concepts without being held back by difficulties with basic recall. This approach empowers learners to focus on higher-level problem solving—such as algebra—so they can make real progress rather than being stuck repeating the same foundational tasks.

Ultimately, many dyslexic home schoolers have turned away from mainstream education because the system has consistently failed to meet their needs. Instead of receiving early, tailored support, they often faced years of frustration, low expectations, and a focus on what they could not do rather than what they could achieve. Homeschooling offers them the freedom, tools, and encouragement to learn in ways that play to their strengths—something mainstream schools too often overlook.

Dyslexia can make the mainstream classroom a daily struggle, leading many families to seek the flexibility and individualised pace that homeschooling can offer. But dyslexic students are not the only ones who may find a better fit outside traditional education.

Next week, we’ll explore the experiences of autistic students—and how their needs, strengths, and challenges often influence a family’s decision to choose homeschooling.