12/12/2025
An open study published by the International Dyslexia Association's Annals of Dyslexia pertains to the secondary negative mental health impacts caused by unremediated dyslexia.
Although outside the scope of this study, there are also secondary negative mental health impacts from unidentified and unremediated dyscalculia and dysgraphia.
For math and for student writing, do not require students to correct each other's work. Specifically for spelling, do not exchange spelling quizzes and/or have classroom-wide 'spelling bee' practice. Never 'make' a student with dyslexia participate in a 'spelling bee'.
By now classroom practice should include not calling on individual children to read aloud in front of classmates. Halting this practice should include no requirement to read aloud in peer groups. Reading aloud before classmates/peers is detrimental to students with dyslexia's mental health. Perhaps try choral reading.
Even reading out loud before young children - 'reading buddies' - can be detrimental to mental health. A grade 4 dyslexic student is shamed and deflated when helped, corrected, and/or sped-along by a child/children in kindergarten or grade 1.
-- study excerpts --
"Many typical school routines—such as reading aloud in front of the class, peer comparisons, or public error correction—emerged as particularly distressing."
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"Negative teacher interaction
Negative interactions with teachers were characterized by a lack of understanding, insensitive or stigmatizing remarks, and public shaming, often in front of peers. Students reported being labeled as “lazy” or “stupid” due to their struggles with reading and writing."
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"Social compariso[n]
"Many students with dyslexia compared themselves negatively to their non-dyslexic peers, often concluding they were less intelligent or capable. Across the studies, comparison with peers was generally described as emotionally distressing and these comparisons contributed to a decline in self-esteem and academic confidence. For example, one participant stated: “There’s a big difference in what I do at school than all the other kids… everyone else in the class is like really good at it except for me”. Some students tried to avoid situations that would reveal their academic difficulties in front of peers, such as hiding their work or avoiding help-seeking, in an attempt to protect their self-image."
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Negative peer interaction
Peer relationships were often described as a source of stress and vulnerability for students with dyslexia. Many students experienced social exclusion, teasing, or bullying, often due to their academic struggles. Several studies reported that students with dyslexia felt different, struggled to build or maintain friendships, or were targets of ridicule, particularly when reading aloud or making mistakes in class. One participant explained, “When my classmates start laughing I feel embarrassed … If I read in front of the whole class I get nervous, I’m worried that I might mix the letters, and that they will laugh at me”...children feared their difficulties being exposed to classmates and reported anticipatory anxiety around reading tasks."
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Homework situations
The amount of extra time needed to complete homework was frequently emphasized. This additional workload resulted in feelings of being overwhelmed, as well as in refusal, resistance, and frustration when it came to doing homework. It was also associated with parental or self-induced pressure, nervousness, and difficulties concentration. Moreover, long hours of doing homework resulted in limited opportunities for socializing with peers or engaging in extracurricular activities.
Stigmatization
Many students described feeling “different,” “incapable,” or even “stupid” due to dyslexia. These perceptions that were often reinforced by both teachers and peers. These experiences frequently led to internalized shame, reduced academic self-concept, and avoidance of academic or social situations. Several participants reported feeling exposed by dyslexia-related support measures. One student shared, “I think I was the only one in my class who did that so it was seen as a bit odd (…) it was a little uncomfortable to be singled out”. Others noted that teachers and classmates held misguided assumptions, equating dyslexia with low intelligence or incompetence: “I just thought I was stupid the entire time I was at school.”
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Negative perceptions of parents/guardians
Parents often struggled to accept and understand their child’s diagnosis, placing considerable pressure on them in the belief that dyslexia could be overcome with rigorous training.
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Out-of-class school settings
Out-of-class settings included reading classes, special needs schools, tutoring sessions, and group interventions. Students’ reactions to these environments were mixed, often balancing perceived academic benefits with emotional costs such as social stigma or exclusion. Some students appreciated smaller class sizes, personalized attention, and being grouped with peers who shared similar challenges. This helped reduce pressure and increase feelings of safety. For instance, one participant noted: “It was nice to be in a room filled with people who were dyslexic and had the same struggles”.
However, many students expressed discomfort with being pulled out of class. These withdrawals often made them feel different, embarrassed, or excluded. A student reflected: “I don’t like going out of the classroom for extra help”. Others mentioned being placed in groups that included students with behavioral issues, which contributed to feelings of humiliation and social disconnection.
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Negative self-concept
Students with dyslexia often reported feeling inferior to their classmates, different, or ashamed of their reading or writing difficulties, and described a strong urge to hide their challenges."
"Self-confidence decreased when mistakes were made, leading students to avoid asking questions or actively participating in class." Students with dyslexia also attributed their academic struggles and poor grades to personal inadequacy or low intellectual ability. This pattern was described as an “attempt by young people with dyslexia to adopt an invisibility approach within the classroom or educational context”, and aligned with traits of learned helplessness."
"Negative self-concept was further reinforced by inappropriate comments from teachers or classmates, teaching styles, or experiences of mobbing."
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"Negative emotions
The most frequently reported emotions among students with dyslexia were worry and sadness, followed by frustration, anger, shame, and stress."
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"Knowledge of dyslexia diagnosis
Students and their families were often already aware of the reading difficulties prior to receiving a formal diagnosis. An early diagnosis was sometimes perceived as an internal stigma. Negative associations with the diagnosis were linked to prior testing experiences and a general lack of understanding regarding the nature and characteristics of dyslexia."
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"Task mastery
Students with dyslexia described challenges in initiating, processing, and completing academic tasks; especially those involving reading, writing, and test-taking. These difficulties were often linked to time pressure, cognitive overload, and feelings of inadequacy. A recurring issue was the extended time needed for reading comprehension. One student explained: “I had to read the texts over and over again. I did not grasp the meaning of the text by reading it only one time.” "
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"Demotivation
Students reported not enjoying school, associated with persistent feelings of inferiority in comparison to their classmates. Students’ demotivation was further linked to teaching practices perceived as humiliating, such as being asked to read aloud in front of the class, frequent comments about reading and writing difficulties, and discussions about dyslexia-related challenges."
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"Implications for research and educational practice
The aim of this review was not only to describe specific challenges of students with dyslexia, but also to highlight how they emerge and can be exacerbated within the school environment.
The findings suggest that the school experiences of students with dyslexia are profoundly shaped by interpersonal dynamics and systemic school routines—far beyond the well-documented academic challenges.
It seems that many of the most distressing experiences are not a direct effect of difficulties in reading and writing, but rather of how school settings can enhance negative emotions—for example, by exposing students’ learning difficulties to the entire class."
Link to study is in a comment below.
