“I see the signs because I’ve lived them”: Tutors helping students with dyslexia succeed

Across the United Kingdom (UK), more than 144,000 students with declared specific learning difficulties, including dyslexia, were enrolled in universities in 2021/22, representing 32% of all declared disabilities (HESA, 2023). Despite this prevalence, many students still hesitate to disclose their dyslexia, fearing judgement and disadvantage.

Polices such as the UK Equality Act (2010) outline expectations for inclusive provision. However, the real work of inclusion often happens in the choices tutors make about feedback and supportive conversations with students. Tutors with lived experience of dyslexia often bring an insightful understanding.  

In this scholarship project, we interviewed six online tutors in a UK business school who had personal and meaningful experience of dyslexia (TPMEs) (Cameron & Nunkoosing, 2012; Rhoden et al., 2024) either through their own diagnosis or through supporting family members. Their reflections reveal how lived experience can influence inclusive teaching, assessment and student support in compelling ways. 

Recognising the signs

For two TPMEs in the study, recognition of dyslexia often began before the student disclosed it. Rather, it emerged through familiar patterns such as unusual spellings and/or excellent ideas contained within uncommon phrasing. 

As one tutor said:

Another recalled a student repeatedly writing “hireretical” instead of “hierarchical”, a pattern often linked to underlying difficulties with phonological processing. 

This wasn’t about diagnosing. It was about understanding how vulnerable formal disclosure can feel. As a result, TPMEs approached students with sensitivity. They knew many learners fear that disclosing dyslexia might change how they are viewed. TPMEs, therefore, preferred to initiate supportive conversations that allowed students to share what they needed. 

Understanding the students’ emotional burdens

TPMEs saw more than spelling patterns. They also saw the emotional barriers students often navigate long before submitting an assignment. Some students were afraid of being judged as less competent. Others worried about telling employers. A few suspected dyslexia but felt uncertain about obtaining a diagnosis. 

One tutor recalled a student who refused to disclose to anyone:

Another described learners who rejected the term “disability” because it didn’t feel like part of their identity. 

In response, some TPMEs adapted their language. One stopped using the word “disability” entirely and instead asked:

This small change allowed students to talk openly about their needs without feeling labelled.

These interactions highlight how lived experience can make tutors respond with empathy and create safer spaces for dialogue. 

Supporting students through empathy and strategy

Lived experience didn’t just impact how TPMEs understood students; it also influenced the strategies used to communicate with them.

1. Clear feedback

They avoided long, dense comments and focused on clarity.

Some recorded audio feedback so students could relisten and process at their own pace. 

2. Flexibility while maintaining standards

TPMEs avoided over-penalising spelling or grammar when content and ideas were strong.

The aim was fairness and the removal of unnecessary barriers.

3. Proactive communication

TPMEs initiated conversations before assessments, and followed up after providing feedback:

4. Small adjustments 

Small adjustments, like: 

• sending slides before tutorials,
• breaking down dense content, and
• highlighting key points in plain English. 

These changes required little additional time, just awareness and made a significant difference for students. 

Creating a sense of belonging

Perhaps the most impactful effect of lived experience was how it strengthened students’ sense of belonging. Students often hesitate to post in online forums, concerned that their writing may reveal their efforts. TPMEs recognised this hesitation and encouraged students to share if they felt comfortable doing so. 

One tutor explained:

Another reflected on how, when one student found the confidence to speak openly about their experience, a subtle change occurred, and others began asking questions, sharing challenges, and seeking support. 

These small but meaningful actions helped to create a sense of belonging, not through large initiatives but through day-to-day actions that promote more inclusive learning environments. 

How institutions can strengthen support

The TPMEs also identified some institutional challenges that impact their work:

• Limited time to understand individual needs fully
• Inconsistent marking practices across tutors
• Text-heavy virtual learning environments that overwhelm dyslexic learners
• Occasional negative assumptions about dyslexic students 

One tutor recalled defending a student when a colleague suggested they “shouldn’t really be on the course” It was a reminder that attitudes can be a barrier to inclusion.

These insights point to a need for stronger institutional frameworks, clearer guidance, and more training.

Dr Maureen Rhoden (PGCE, SEDA, FHEA)

Maureen is a Lecturer and Student Experience Manager in the Business School within the Faculty of Business and Law. Her work centres on advancing inclusive education and improving outcomes for marginalised and underrepresented students. With over 20 years’ experience in teaching, leadership, and research, she uses an evidence-based approach to embed inclusive, scholarship-informed practices that enhance student success, retention, and satisfaction. 

She is currently Principal Investigator on several SCiLAB-funded projects exploring dyslexia, assessment, and online learning. Her latest work examines student complaints as a pathway to improving learning experiences.