Overcoming Dyslexia: Strategies for Success
I recall my early school years when anxiety would grip my heart every time our teacher, Mr. L, announced the weekly dictation. The sweat would make holding my pen a struggle. Yet, this was nothing compared to the moments when I would get my paper back.
Dyslexia, a learning disorder that affects reading, writing, and spelling, is more than just an academic challenge. According to the International Dyslexia Association, one in five students suffers from this condition, yet it often goes undiagnosed until significant academic difficulties arise. For many students, the slow progression compared to their peers can lead to a host of mental health difficulties. Studies have shown that dyslexic students are more likely to experience anxiety, depression, and low self-esteem, often stemming from the constant comparison with their non-dyslexic classmates (Carroll & Iles, 2006).
The pressure to perform well academically is immense in primary and secondary schooling. Dyslexic students frequently face feelings of shame and embarrassment due to their reading difficulties. They might be labeled as “slow” or “lazy,” further eroding their self-worth.
The son of a friend could not stop sobbing when he got his dyslexia diagnosis. He had the confirmation that he was stupid.
The National Center for Learning Disabilities reports that almost one-third of students with dyslexia suffer from severe mental health issues because of the persistent academic stress and stigma they encounter.
The Long-Term Impact of Dyslexia on Adults
As these dyslexic students grow into adults, the traumas and emotional scars from their schooling years don’t simply vanish. Instead, they often transform into deep-seated beliefs about their capabilities and worth. The shame associated with their academic struggles can lead to a pervasive sense of inadequacy, affecting various aspects of their lives and successes.
I carried the burden of my academic struggles into adulthood. Despite achieving a PhD, there was always a nagging voice in the back of my mind, reminding me of my past failures. This internalized shame can significantly hinder one’s mental and emotional growth. According to Burden, R. (2008), many dyslexic adults continue to grapple with low self-esteem, which can impact their professional achievements and personal relationships.
One of the most challenging aspects of living with dyslexia is the constant fear of being “found out” – that others will see through the façade of competence and recognize the struggles that lie beneath. This fear can lead to anxiety and avoidance behaviors, further limiting opportunities for success and growth. This fear that my supervisor or colleagues would find out that I was not as good as they thought made me lose countless hours. I did not ask for help or share my manuscript for feedback in a timely manner. Even writing this blog is a struggle. The limiting effect of imposter syndrome is a limitation to growth, in particular for entrepreneurs (Powers, B 2021).
On the other hand, frustration can arise in the dyslexic. Lower salaries due to jobs that are below intellectual performance exacerbate the financial gap with non-dyslectic peers, and this frustration can breed anger and resentment. Both of these risk factors play a role in the disproportionate distribution of adults with low literacy in the prison population.
Education and Workplace Accommodations
To help reduce these long-term effects, it’s crucial to offer proper support for dyslexic students and adults. Schools and workplaces need to understand the specific difficulties faced by those with dyslexia and provide the right accommodations. This can include things like giving extra time for tests, using helpful technology, and offering materials in formats that are easier to read.
Extended test-taking time allows dyslexic students to process information at their own pace, reducing anxiety and allowing for a more accurate assessment of their knowledge. Assistive technology, such as text-to-speech software, can help individuals with dyslexia access written content more easily and improve their reading comprehension. Providing materials in formats like audiobooks or digital text can also make learning more accessible.
A study by Lisa Schelbe et al. (2021) emphasized the importance of early intervention and individualized instruction in helping dyslexic students succeed academically. The study found that targeted reading interventions could significantly improve reading skills and overall academic performance in dyslexic students.
Moreover, fostering an inclusive and supportive environment can significantly alleviate the emotional burden carried by dyslexic individuals. Educators and employers should be trained to understand dyslexia and implement strategies that promote a positive and empowering experience for all. According to Shaywitz et al. (2004), understanding the neurobiological basis of dyslexia can help in developing effective teaching strategies and accommodations. Their research highlights the importance of recognizing dyslexia as a neurodevelopmental disorder and tailoring educational approaches to meet the specific needs of dyslexic individuals.
In the workplace, employers can support dyslexic employees by offering flexible work arrangements, providing clear and concise instructions, and encouraging open communication. A study by Gerber et al. (1992) found that dyslexic adults often excel in creative problem-solving and have strong spatial reasoning skills, which can be valuable assets in various professional fields.
By implementing these accommodations and creating an inclusive environment, we can help dyslexic individuals reach their full potential. This not only benefits the individuals themselves but also contributes to a more diverse and innovative society. Research by Eide and Eide (2011) suggests that dyslexic individuals often possess unique strengths, such as out-of-the-box thinking and exceptional creativity, which can drive innovation and progress in various domains.
Ultimately, by recognizing and supporting the unique strengths and challenges of dyslexic individuals, we can create a society where they are not only supported but celebrated for their contributions and perspectives.
Post-Traumatic Growth: Rising from the Ashes
Despite these challenges, there is hope. The concept of post-traumatic growth (PTG) offers a beacon of light for those who have endured significant emotional and psychological struggles. PTG refers to the positive psychological change experienced as a result of the struggle with highly challenging life circumstances (Tedeschi & Calhoun, 2004).
For dyslexic individuals, the journey towards PTG often involves a profound transformation of their self-perception and coping mechanisms. The adversity faced during their schooling years can become a source of strength and resilience. Many dyslexic adults find ways to leverage their unique ways of thinking to their advantage, excelling in creative and entrepreneurial fields.
The dyslexic mind, with its higher capacity for association, can conflict with work environment expectations. This discrepancy is a leading cause of dyslexics starting their own businesses, which can be hard to sustain with difficulties in reading or writing. Yet, they persevere.
Entrepreneurs like Richard Branson and Charles Schwab, both of whom have dyslexia, exemplify the extraordinary potential for success despite – or perhaps because of – their learning differences. They have openly discussed how their dyslexia forced them to approach problems differently, fostering innovative thinking and an unyielding determination to succeed.
Hypnotherapy: A Pathway to Healing
One effective approach to addressing the lingering emotional wounds of dyslexia is hypnotherapy. Hypnotherapy is a therapeutic technique that uses guided relaxation and focused attention to achieve a heightened state of awareness, often referred to as a trance. This state allows individuals to explore and process emotions that may be difficult to access through traditional therapy.
Research suggests that hypnotherapy can be particularly beneficial for individuals dealing with shame and trauma. A study by Hammond (2010) found that hypnotherapy could significantly reduce symptoms of anxiety and depression in individuals with a history of trauma, facilitating emotional healing and growth.
The concept of post-traumatic growth (PTG) provides a compelling framework for understanding how hypnotherapy can be transformative for dyslexic individuals. PTG refers to the positive psychological change experienced as a result of the struggle with highly challenging life circumstances. For many dyslexics, their academic struggles can be a source of immense trauma, impacting their self-esteem and emotional well-being.
Hypnotherapy aids in the journey toward PTG by allowing individuals to confront and reframe the negative beliefs and emotions tied to their past experiences. By delving into the subconscious, hypnotherapy helps release the emotional burdens that have been carried for years, paving the way for a more positive self-image and enhanced psychological resilience. This process is crucial for dyslexic individuals, who often face a lifetime of societal misconceptions and self-doubt.
Through hypnotherapy, dyslexic individuals can build a new narrative around their abilities and potential. This therapeutic process can help release the burden of shame and foster a more positive self-image, opening the door for post-traumatic growth. By alleviating the emotional weight of their past, individuals can enhance their cognitive functions, including reading and writing skills, free from the trauma loads.
Furthermore, by addressing the root causes of their anxiety and self-doubt, hypnotherapy empowers dyslexic individuals to embrace their unique strengths and perspectives. This empowerment can lead to increased confidence and a greater willingness to pursue their goals and aspirations. As a result, the potential for success in various fields, including creative and entrepreneurial endeavours, is significantly heightened.
I was working with a dyslexic client on increasing his visibility as a business owner. During the intake, he mentioned that for the last five years, he had tried to write his vision in vain. After our first session, the vision paper was written and shared within a week.
Did he miraculously learn to write?
No.
He always had the skills; what happened was that he could overcome his shame and fear of sharing his written ideas.
In conclusion, hypnotherapy offers a powerful tool for dyslexic individuals seeking to overcome the emotional challenges associated with their condition. By facilitating the release of deep-seated traumas and promoting post-traumatic growth, hypnotherapy can help dyslexic individuals transform their struggles into a source of strength and resilience. Through this transformative process, they can unlock their full potential and achieve a life rich with accomplishments and fulfillment.
The Role of the Community and Support Networks
The journey to healing and post-traumatic growth should not be taken alone. The support of a community and strong networks can make a tremendous difference in the lives of dyslexic individuals. Family members, friends, mentors, and support groups can provide the encouragement and understanding needed to navigate the challenges of dyslexia.
Community programs that raise awareness and educate the public about dyslexia can also reduce the stigma associated with the condition. By fostering a culture of empathy and acceptance, we can create spaces where dyslexic individuals feel valued and understood.
Conclusion: Embracing the Journey
The journey of a dyslexic individual is often fraught with challenges, but it is also marked by the potential for profound growth and transformation. By understanding the mental health struggles associated with dyslexia and exploring therapeutic avenues like hypnotherapy, individuals can transcend their past traumas and embrace a future filled with possibilities.
For those of us living with dyslexia, it is crucial to remember that our worth extends far beyond our academic achievements. We possess unique strengths and perspectives that can drive innovation and success in ways others might not envision. Embracing these strengths and seeking help to overcome emotional burdens can lead to a life rich with accomplishments and fulfillment.
As we move forward, let us celebrate the resilience and creativity that dyslexia often fosters, recognizing that our struggles can be the foundation for our greatest triumphs.
References and sources
Alexander-Passe, N. (2015). Dyslexia and mental health: Helping people identify destructive behaviours and find positive ways to cope. Jessica Kingsley Publishers.
Alexander-Passe, N. (2018). Dyslexia, traumatic schooling and career success: Investigating the motivations of why many individuals with developmental dyslexia are successful despite experiencing traumatic schooling (Doctoral thesis, University of Sunderland).
Burden, R. (2008). Dyslexia and self-concept: A review of past research with implications for future action. In G. Reid, A. J. Fawcett, F. Manis, & L. S. Siegel (Eds.), The Sage handbook of dyslexia (pp. 395-410). Sage.
Carroll, J. M., & Iles, J. E. (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76 (3), 651-662.
Eide, B. L., & Eide, F. F. (2023). The dyslexic advantage (revised and updated): Unlocking the hidden potential of the dyslexic brain. Penguin.
Hammond, D. C. (2010). Hypnosis in the treatment of anxiety- and stress-related disorders. Expert Review of Neurotherapeutics, 10 (2), 263-273.
Nalavany, B. A., Carawan, L. W., & Sauber, S. (2013). Adults with dyslexia, an invisible disability: The mediational role of concealment on perceived family support and self-esteem. The British Journal of Social Work.
Powers, B., Le Loarne-Lemaire, S., Maalaoui, A., & Kraus, S. (2021). “When I get older, I wanna be an entrepreneur”: The impact of disability and dyslexia on entrepreneurial self-efficacy perception. International Journal of Entrepreneurial Behavior & Research, 27 (2), 434-451.
Schelbe, L., Pryce, J., Petscher, Y., Fien, H., Stanley, C., Gearin, B., & Gaab, N. (2022). Dyslexia in the context of social work: Screening and early intervention. Families in Society, 103 (3), 269-280.
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., Holahan, J. M., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55 (9).
Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15 , 1-18.