How to Talk to Your Child's School About Dyslexia: A Step-by-Step Guide for Parents

Written by Jo Rees — Dyslexia Assessor & Specialist Teacher, Former SENCO, late-diagnosed dyslexic, and mum of three dyslexic children.

Knowing how to talk to school about dyslexia can feel daunting — especially when you're not sure how to explain what you're seeing at home, or whether your concerns will be taken seriously. Most parents have a gut feeling that something isn't quite right with their child's learning long before they have the language to describe it. Here's how to approach the conversation with confidence.

Step 1: Check the school's SEND offer first

Before you pick up the phone or send an email, look at the school's website. Every school should have a page dedicated to SEND (Special Educational Needs and Disabilities) that outlines the support they offer to pupils with dyslexia and the process for accessing it. This gives you a foundation before any conversation starts.

Step 2: Don't wait for parents' evening

Parents' evenings are often rushed with little time for in-depth conversations. If you want to raise concerns about dyslexia, request a separate meeting. For primary school, try to catch the teacher at the start or end of the school day, or ask for a phone call. At secondary school, email the SENCO directly and request either a phone conversation or a face-to-face meeting.

Step 3: Collect evidence before you go in

You don't need a formal diagnosis at this stage — just your observations. Write down specific examples of what you're noticing at home: the behaviour changes, the mismatch between spoken and written ability, the words they're getting muddled. You might also download and complete a free dyslexia checklist to bring to the meeting. This gives school something concrete to work with and helps them spot things they may not have noticed in the classroom.

Step 4: Understand what a dyslexia screen involves

Depending on the meeting, the school may decide to monitor your child's progress first or proceed straight to a dyslexia screening assessment. Whatever is agreed, make sure you take notes — including what school has committed to doing and by when. This record is invaluable if progress stalls or concerns continue, as it allows you to move things forward more quickly at the next meeting.

Step 5: Ask about interventions — even before a formal screen

You don't need to wait for a screening result to ask what support is available. Schools have interventions for reading, spelling, confidence and self-esteem that can begin as soon as concerns are raised. Ask specifically about:

• Discrete, evidence-based interventions for reading and spelling
• What dyslexia-friendly practice looks like in the classroom day-to-day
• What you can do at home to support alongside school

What if school doesn't share your concerns?

This is more common than it should be, and it's incredibly frustrating. Schools often don't see at school what parents are reporting at home — particularly the behaviour changes and emotional impact. Keep a written record of your conversations, be specific about what you're observing, and if concerns persist, you're entitled to request a formal assessment through the local authority via an EHC (Education, Health and Care) needs assessment.

Frequently Asked Questions

Who should I speak to at school about dyslexia? In primary school, start with your child's class teacher. In secondary school, contact the SENCO (Special Educational Needs Coordinator) directly. The SENCO has overall responsibility for SEND provision and is the right person to discuss dyslexia screening and support.

Does my child need a diagnosis before school will help? No. Schools are required to provide support based on need, not diagnosis. The SEND Code of Practice is clear that a diagnostic label is not required for support to begin. You can ask for interventions, classroom adjustments and monitoring to start immediately.

What is a dyslexia screening and how is it different from a full assessment? A dyslexia screening is a shorter, school-based check that identifies whether a child may be at risk of dyslexia and helps decide whether a full diagnostic assessment is needed. A full diagnostic assessment is more detailed and is usually carried out by an educational psychologist or specialist dyslexia assessor.