With summer behind us and a new school year now under way, many parents will be breathing a sigh of relief at finally having returned to a sense of routine. Yet, this period can also bring unpredictability and anxiety, particularly for families navigating learning difficulties alongside the usual complexities of the back-to-school transition.
One of the most common of these is dyslexia, and with October 8 marking World Dyslexia Day, it is the perfect opportunity to raise awareness and advance support for all those affected by it.
Locally, significant strides have already been made in this regard, thanks to tireless efforts by parents and various other stakeholders, such as the pioneering Malta Dyslexia Association (MDA).
Despite the term being almost unknown in Malta until just a few decades ago, dyslexia – and its association with reading and spelling difficulties – is now quite widely recognised. However, the deeper implications of this learning difficulty are not always so well understood.
These nuances are effectively captured by the ‘Delphi definition’ (Carroll et al., 2025), which highlights the varying impact of dyslexia on specific cognitive areas across individuals.
Phonological processing (identifying and manipulating sounds in words) is the most commonly impacted but other areas may also be affected, including orthographic processing (recognising and forming letters or spelling patterns), working memory (juggling multiple ideas at once to enable complex thinking) and processing speed (the pace at which a child takes in, understands and responds to information).
“Dyslexia may bring challenges but it need not stand in the way of children’s well-being”
Additionally, dyslexia can be associated with difficulties in broad learning areas, such as mathematics, additional language learning and reading comprehension.
However, as a ‘specific learning difficulty’, dyslexia occurs independently of general intelligence and does not reflect a child’s overall learning potential.
The implications of this reality go beyond academics, with research indicating that dyslexia-related challenges can take a steep toll on well-being (Georgiou, 2024; Wilmot et al., 2022; Xiao, 2023).
Children with dyslexia often face stigma, embarrassment and shame due to the social impact of their difficulties, contributing to both lowered self-esteem and self-confidence as well as heightened stress and anxiety. Importantly, these studies have also identified practices that can safeguard against such issues.
A guide for parents
To guide parents in applying these practices and setting a positive tone for the year ahead, I have amalgamated them into three key elements, presented below as ‘The ABCs of Nurturing Well-being in Children with Dyslexia’:
AWARENESS
A deep understanding of dyslexia and your child’s unique learning profile helps build self-esteem and confidence. To foster awareness:
• Talk openly: Speak to your child about their dyslexia and encourage them to talk openly about it, too – with you, their teachers and trusted others (at their discretion);
• Inform teachers: Keep your child’s teachers up to date on their learning profile and well-being, to align strategies at home and school;
• Celebrate effort: Acknowledge hard work, embrace mistakes and model positive self-talk, to help your child see themself as a capable agent of their own learning;
• Promote self-advocacy: Help your child learn to speak up for themself – role-play scenarios and draw inspiration from other self-advocates.
BALANCE
Maintaining a sense of harmony and self-regulation promotes resilience. To foster balance:
• Create a safe space: Make your home an emotional haven where your child feels seen without judgement – validate their feelings, provide comfort and offer guidance;
• Teach regulation strategies: Show your child how to manage big emotions (say, deep breathing, movement or relaxation breaks and talking about feelings) and model them yourself when co-regulating with them;
• Allow downtime: Give your child time to “switch off” after school through quiet time, outdoor play, hobbies or creative activities – this supports better regulation throughout the rest of the day;
• Celebrate strengths: Encourage the pursuits your child enjoys and excels at – this builds self-esteem and helps them to see themself as more than their challenges.
COMMUNITY
Building a strong, connected network nurtures belonging and empowerment. To foster a sense of community:
• Encourage school connections: Help your child build positive relationships with heads, teachers and other key school professionals – quality connections can enhance the support they receive;
• Seek expert guidance: Turn to tutors, specialists and advocacy groups who understand dyslexic learners – locally, the MDA is a trusted and reliable resource;
• Connect with families: Build relationships with other families affected by dyslexia – share experiences and encouragement and invite your child to do so too;
• Access professional support: If you have concerns about your child’s mental health, reach out to support services. As a starting point, the Richmond Foundation offers free support via their helpline (1770) or online chat (https://olli.chat/).
Dyslexia may bring challenges but it need not stand in the way of children’s well-being. By fostering a supportive environment rooted in awareness, balance and community, parents can empower their children not just to cope but to thrive.
This World Dyslexia Day thus serves as a timely reminder that parents have the power to help children with dyslexia to turn obstacles into opportunities and struggles into strengths – unlocking their potential during this new school year and beyond.
Jennifer Formosa is a member of the Malta Dyslexia Association executive council.
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