A child with dyslexia can spend years being told they need more support.
What if the people trying hardest to help them need more support too?
Our founder, CEO and researcher, Catherine Mulvihill, explored a question that remains highly relevant today: Are teachers being adequately prepared to support students with dyslexia in mainstream classrooms?
As part of her Master's in Applied Linguistics at Mary Immaculate College in 2024, Catherine examined the experiences and perspectives of 43 Irish primary school teachers. The findings revealed something both surprising and concerning. Teachers overwhelmingly wanted to help their dyslexic students succeed, yet many reported feeling underprepared, under supported, and without access to the specialist knowledge needed to deliver effective support in the classroom.
For parents, this raises an uncomfortable question.
If even committed teachers are struggling to access the training and resources they need, what does that mean for the children depending on them every day?
In this issue, we explore what teachers revealed about dyslexia support, why the gaps still exist, and what parents and schools can do to ensure students receive the support they deserve.
When people talk about dyslexia, the conversation usually centres on the child.
“How can we improve reading?”
“What intervention should we choose?”
“What accommodations are needed?”
These are important questions. Yet Catherine’s MA in Applied Linguistics thesis research highlights a challenge that often receives far less attention.
Who is supporting the adults?
The teachers standing in front of classrooms every day.
The parents trying to navigate assessments, school meetings, literacy interventions, and emotional wellbeing.
The research found that while teachers generally understood dyslexia as a difficulty affecting reading, writing, and spelling, many felt they lacked deeper knowledge about the language processing and learning differences that sit beneath the surface.² Just as importantly, many reported seeking additional information independently because they felt their professional training had not adequately prepared them to support dyslexic learners.³
That finding should make us pause.
If highly committed educators are actively searching for answers, what does that tell us about the support systems surrounding them?
The reality is that most teachers enter the profession because they want to help children succeed. Yet dyslexia is a specialist area. Understanding how dyslexia affects learning, memory, processing, confidence, and classroom performance requires knowledge that often goes beyond what is covered in general teacher education programmes.
This is not a criticism of teachers.
In many ways, it is a reflection of the dedication they bring to their work.
Catherine's research found that many teachers were investing their own time and, in some cases, their own money to improve their understanding of dyslexia. They recognised the need for more training, more practical guidance, and greater access to specialist expertise.
Parents often find themselves in a similar position.
Many families tell us they expected that receiving a diagnosis would bring clarity. Instead, it often marks the beginning of a new journey filled with questions.
"What support should my child receive?"
"Which interventions are evidence based?"
"How can I help at home?"
"What should I ask the school?"
"How do I protect my child's confidence while addressing their challenges?"
The truth is that neither parents nor teachers should have to figure these things out alone.
One of the strongest messages to emerge from the research was not simply that more training is needed. It was that support needs to be practical, accessible, and ongoing. Knowledge cannot sit in a report on a shelf. It must translate into everyday decisions, classroom strategies, and meaningful action.
That belief sits at the heart of everything we do at DCE Dyslexia.
For years, we have worked with families and educators who are searching for the same thing: trusted guidance they can actually use.
Not another overwhelming research paper.
Not another conflicting opinion online.
Not another expensive course that promises quick fixes.
What they want is confidence.
Confidence that they understand dyslexia.
Confidence that they are using evidence based approaches.
Confidence that they are making informed decisions for the children they support.
That is precisely why we created the DCE Dyslexia Membership.
For less than the cost of a single private consultation, members gain access to expert training, practical resources, live support, and a growing library of guidance designed specifically for parents and educators. More importantly, they become part of a community that understands the challenges of supporting dyslexic learners and is committed to helping them thrive.
At €149 per year, the membership was built around a simple idea: access to high quality dyslexia education should not be reserved for a select few. It should be available to every parent, teacher, and advocate who wants to make a meaningful difference in a child's life.
Catherine's research highlights a challenge that many of us already recognise. Teachers want to do more. Parents want to do more. Children deserve more.
The question is not whether the need exists.
The question is whether we are willing to equip ourselves with the knowledge, skills, and support needed to meet that need.
Because while policy changes and educational reforms are important, children cannot wait for systems to catch up.
They need informed support today.
If you are ready to deepen your understanding of dyslexia and gain access to expert training, practical resources, ongoing guidance, and a supportive community, explore the DCE Dyslexia Membership.
https://dcedyslexia.com/membership/
Before you go, have you signed up for our live Zoom session - Summer Programme Guidance for Parents on 25-06-26 at 7:00 pm GMT+1?
This session is designed to help parents make the most of the summer months by supporting literacy, confidence, and learning in a way that is practical, realistic, and evidence based.
If you have not registered yet, now is the perfect time. Simply complete the registration form attached to secure your place.
https://forms.gle/myYpjPp1ZwcpJe2fA
We look forward to seeing you there!
References
Mulvihill, C. (2024). Supporting Dyslexic Students in Mainstream Education: Perspectives from Irish Primary Schools.
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