In my experience, stress can be the most difficult hurdle to overcome with teaching dyslexics. While structured, research-based methods have been clearly established to help dyslexic students learn how to read, these methods are only truly effective if the student is relaxed, cooperative, and able to concentrate on the lessons.

Dyslexic students often face repeated challenges and failures with their reading, and this has a profound effect on their stress levels.  At times, my dyslexic students are so resistant to reading and writing that they are outright defiant due to the stress and anxiety associated with reading. Studies show that dyslexia acts as a specific risk factor for increased risk of peer rejection and general insecurity regarding their intelligence.

This stress is amplified when students do not fully understand their learning difference. They tend to blame themselves for their own difficulties, which breeds self-doubt and low self-esteem. This can further bring them anxiety around school in general or give them social anxiety in any situation.

This type of stress not only brings more reluctance to learning, but research has shown that it affects the student’s ability to learn, too. Research by Robert Sapolsky (1996, 1999), for example, shows that stress has a significant impact on memory. “When a student is under stress or distress, they will have a much more difficult time retaining information.” Thus, the challenges of learning bring on stress, and stress brings even more challenges in learning.

Consequently, I think it is imperative to identify the stressors related to a student’s learning, and help them find ways to cope and develop social-emotional resiliency. Interpreting students’ behaviors and words to detect stress level is more of an art than an exact science, and determining the most effective ways to address the stress is often by trial and error. However, I have collected a list of possible strategies that can help dyslexic students deal with stress/anxiety while building their self-esteem and resiliency. This is more of a menu of strategies than a prescribed plan, but this also allows teachers to react to every student according to the stress or anxiety they may be exhibiting.

1. Sense of control –

Giving students a sense of choice in what or how they learn may begin to give them a sense of control and empowerment. So, too, will practicing strategies to prepare them to face difficulty when it comes.

2. Methods to Self-Monitor –

Teaching students a way to record their progress over time helps them develop a “growth mindset” and concrete ways to highlight their successes.

3. Seeing Strengths –

As many dyslexics will agree, dyslexics have strengths, too! This may involve thinking outside the box, being artistic, or having heightened visual spatial awareness. While stressors may encourage dyslexics to focus on their struggles, emphasizing and appreciating their strengths gives them a greater sense of self-worth.

4. Intrinsic Motivation –

Since reading and writing are so difficult for these students, finding intrinsic motivations to learn can be even more challenging, but even more essential. This means taking the time to get to know students so that activities can be designed/modified according to their interests and what they value.

5. Creating a Safe and Peaceful Environment –

Research has shown that creating a calm, peaceful environment can help put a student in a relaxed state. For example, playing soft or classical music can set a relaxing tone to the learning session. Just getting the student to relax will allow him/her to concentrate more and retain information easier.

6. Build a Support System –

Teachers, parents, mentors, and friends can help uplift the self-esteem of a dyslexic student in many ways. This support system can provide empathy, encouragement, and model resiliency in a way that can have a lasting impact.

7. DE-STRESS –

This is an acronym developed for addressing stress, anxiety, and dyslexia. The letters stand for:

Define the affects of dyslexia on the child.

Educate the student so he/she can understand how dyslexia has impacted his/her experiences.

Speculate by anticipating problems they might encounter.

Teach techniques that will bring the most success and the least failure, as well as how to identify and manage stress when it comes.

Reduce the threat and risks involved with having dyslexia.

Exercise to enhance brainpower and reduce stress.

Success should be experienced to give students a sense of self-confidence. Strategies that are taught should be encouraged to use independently in a variety of stressful situations.