Beyond the Label of Dyslexia

By Dr. Stephanie Brenner

Dyslexia is not just a word on a page or a diagnosis in a file for me. It’s personal. I have family members who have dyslexia, and I’ve had the privilege of working with students and families who live with dyslexia every day. I’ve witnessed their struggles, their resilience, and their brilliance. 

One student in particular, Charlie, will always stand out. With the expectation of my own children, he is my favorite kid I’ve ever worked with. My time with him taught me to see beyond the label and the difficulties. He taught me both what it means to be dyslexic and how to teach a dyslexic student. Unbeknownst to him, Charlie shaped the course of my career and has positively impacted the education of thousands of students. 

Providing academic support while identifying strengths is the heart of my work. Dyslexia isn’t just a label or a list of weaknesses, and it certainly isn’t the definition of a child. It’s one lens. As educators, we can’t forget that behind all those things is a student with a heart and soul. According to a leading dyslexia researcher, Sally Shaywitz, teachers have the responsibility to “protect and nourish the soul of a child.” (Overcoming Dyslexia, 2020) This statement has never left me, because it is exactly what’s at stake. 

What Dyslexia Really Means

When you hear the word dyslexia, what comes to mind? For many, it’s the image of a child struggling to sound out words, stumbling over spelling, or lagging behind in reading fluency. While those challenges can be part of the experience, dyslexia is far more than a list of difficulties. It is a neurobiological difference that influences how the brain processes language. More importantly, dyslexia can shape how individuals see themselves and how the world sees them.

Decades of research have proven that dyslexia is not the result of laziness, lack of intelligence, or poor teaching. It’s about the wiring of the brain. Brain imaging studies show that differences in brain processing are visible even before children begin to read (Shaywitz, 2020). That matters. Since we understand dyslexia is rooted in how the brain works, we can stop blaming children and start supporting them.

To me, though, definitions and brain scans are only part of the picture. What matters most is what children believe about themselves. When I sit with a student with dyslexia, I don’t see a disorder or a deficit. I see a child who is working twice as hard as everyone else, yet is still not able to keep pace. I see the frustration when effort doesn’t match results. And I see the spark in their eyes when they realize that someone believes in them. I see the weight roll off their shoulders when they learn their struggles aren’t their fault.

Dyslexia makes learning to read significantly harder, but it doesn’t make learning impossible. Nor will it always be as hard as it is at the start. Pushing through challenges often builds resilience, creativity, and adaptability that will serve students for a lifetime. 

The Hidden Strengths

Yes, dyslexia brings challenges — long nights of homework, missed words on the page, and the anxiety of reading aloud in class. But if we only focus on what’s hard, we miss the bigger truth: dyslexia also comes with strengths.

The research highlighted in The Dyslexic Advantage has shown that many dyslexic learners excel in areas such as big-picture thinking, storytelling, pattern recognition, and creative problem-solving. I’ve seen it myself. The same student who struggles to decode a word may also be the one who spins the most imaginative stories, sees connections that no one else notices, or comes up with a solution that surprises the entire class.

Resilience itself can be a strength for those with dyslexia. When children have to navigate challenge after challenge, they develop grit and determination that often outshines what can be measured on any test. These strengths don’t erase the struggles, but they absolutely deserve recognition and cultivation.

Families and Advocacy

Families are often the first to notice when something doesn’t add up, and they become their child’s loudest advocates. Decoding Dyslexia is an example of the powerful effects a grassroots movement of parents can have when they come together. They are influencing state laws, improving early screening, impacting preservice and in-service teacher training, and reshaping conversations about what support should look like in schools.

But advocacy isn’t just about legislation. It’s also about the daily conversations we have with kids. It’s saying, “This is why it’s hard. This is not your fault. And this does not define you.” Those words matter. They can be the difference between a child giving up and a child holding on to hope.

Both families and teachers play a critical role in reframing dyslexia for children. When kids are equipped with knowledge about their learning differences, given tools to build confidence, and shown examples of their strengths, dyslexia becomes less of a burden and more of a part of their identity they can understand and even embrace.

Support That Matters

The best support for dyslexic students isn’t found only in interventions or tools. True support comes from nurturing their hearts and minds.

Growth Mindset: Kids with dyslexia need to know that mistakes aren’t proof of failure; they’re steps toward growth. Teaching effort and persistence reframes reading as a journey, not a test they’ve already failed.

Strength-Based Focus: Small wins matter. Remembering a routine, starting to write more quickly than the day before, preparing materials without a reminder, improving reading accuracy — these may seem small, but they are big confidence builders. When we point them out, we remind students that progress is happening, even when the climb feels steep.

Self-Advocacy: Students thrive when they can explain how they learn and what helps them succeed. Giving them language to advocate builds confidence and independence that will last far beyond school.

These aren’t extras. They are essentials. They are what help kids with dyslexia see themselves as capable, resilient, and valued.

Beyond the Label

At the end of the day, dyslexia is not a ceiling and it is not a flaw. It is part of a child’s identity — a blend of challenge and creativity, struggle and resilience. However, what matters most is how we perceive and interact with the child in front of us. Because if we stop at the label, we miss the child. And every child deserves to be seen — fully, completely, and with hope.

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