Dyslexia and Wellbeing in Schools: Support Beyond Attainment is a practical guide for SENCOs, class teachers, learning support staff, pastoral teams and school leaders.
HIP Psychology supports schools across Northern Ireland and Ireland with pupil workshops, staff training, parent sessions and whole-school wellbeing planning. This article is general school guidance and should sit alongside the school’s own policies and professional advice.
Why this topic matters
Support for dyslexic pupils should include learning access and emotional wellbeing. Repeated difficulty, public correction or a feeling of being behind can affect confidence, participation and willingness to ask for help.
What schools should decide before delivery
- Which tasks create unnecessary barriers
- How pupils can show learning in different ways
- How staff protect dignity during reading and written work
- What language builds realistic confidence
- How concerns are shared between teaching, sen and pastoral staff
Practical activities that can help
A useful session should give staff or pupils something they can recognise and use in an ordinary school routine. Depending on the age group and purpose, activities might include:
- Barrier mapping
- Strengths and interests audit
- Help-seeking scripts
- Classroom adaptation planning
- Confidence-safe feedback review
How schools can follow up afterwards
Teams can review whether agreed adjustments are visible across subjects and whether pupils know which adults they can approach when work feels overwhelming.
Keep safeguarding and referral routes clear
Workshops and training are not a substitute for safeguarding procedures, assessment or specialist support. Staff should know who receives concerns, how information is recorded and what to do if a pupil may be at risk. Avoid asking children or young people to disclose private experiences in front of peers.
How HIP Psychology can help
HIP Psychology can shape this topic into age-appropriate pupil workshops, staff CPD, parent sessions or consultancy input. The emphasis is practical delivery, clear boundaries and language that can be reinforced by the wider school team.
Useful guidance for schools
Schools can align this work with Department of Education emotional health and wellbeing guidance, Department of Education safeguarding and child protection guidance, Department of Education effective practice in educational settings, Public Health Agency Take 5 wellbeing resources.
Related HIP Psychology resources
Related resources include SENCO support and pupil wellbeing, emotional literacy in schools, pupil wellbeing strategy.
Need help planning this? Contact HIP Psychology to discuss workshops, training or whole-school support.
FAQs
Is dyslexia only an attainment issue?
No. Learning access, confidence, identity, peer relationships and willingness to seek support can all be part of a pupil's school experience.
Should pupils be expected to explain their needs publicly?
No. Schools should provide discreet, respectful routes for pupils to request help and should avoid turning support into a public performance.
What should staff avoid?
Avoid deficit-only language, unnecessary public correction and assuming that one adjustment will work in every lesson.