Children with Dyslexia are confronted regularly by tasks that are extremely difficult for them such as reading, spellings or maths. When they’re met with failure over and over again when attempting a task, his or her body will release a surge of hormones into their body. This is also known as stress and will cause them to shutdown and retreat from the task.

Stress and anxiety increase when we’re in situations that we have no control over. Children and adolescents are extremely vulnerable to this because many children do not fully understand their learning difficulty and so blame themselves.  This self doubt will impact the child’s self esteem making them less likely to be able to cope with the challenges of school, leaving them behind academically.

With build up frustration their progress may have been slow causing emotional fragility. Many children have been subject to comparisons with other classmates and siblings making them embarrassed and defensive.

Stress and anxiety are very common among people of all ages but for children with dyslexia, effectively controlling it involves more about understanding their difficulties rather than mindfulness or exercise. Gaining and understanding of the daily impact of dyslexia is key to reducing the stress. Learning to work through and around it using the best resources and teaching methods can help achieve great success.

Overtime when children develop a sense that they have mastered a task they will develop a feeling of being in control. For children the feeling of success and the belief in themselves is often the best way to reduce the stress in the long term.

Personal Note 

‘My dear daughter is a Year 1 pupil in our local primary school. When she started the year, the teacher informed us that they would be starting weekly spelling tests. I wasn’t really sure about this since she had only just turned 5. Anyway I went with what she said, and as I thought my DD really struggled with the spelling. We would learn them every evening and the morning of the test but she just couldn’t keep them in her head for more than an hour or so after we learnt them together. She hated that she kept forgetting them and got frustrated with herself at the fact she just couldn’t remember. I knew it was nothing to worry about because she’s so young but her belief in herself was tarnished. She was comparing herself to her classmates and couldn’t understand why she couldn’t do it. Long story short, I spoke to her teacher about my DD’s feelings and that I thought she might be too young. Now she goes to a separate room with a few other SEN pupils and a TA where the tests are not marked but practiced in a more fun and relatable way. This was perfect for her and she feels more confident going into school. Making the teacher aware of her emotions and mental health was a really good decision so she could get the support she needed so to not impact her long-term.’