When a child struggles to read, write or process information in the expected way, what do the adults around them see first: the difficulty, or the child’s potential?
That question matters because awareness of dyslexia does not always translate into understanding.
In Malaysia, an estimated 4% to 8% of school-going children have dyslexia. Yet research among Malaysian primary school teacher trainees has also identified gaps in knowledge around its symptoms, diagnosis and treatment.
Dyslexia can affect reading, writing, spelling or the way information is processed. It does not determine intelligence, creativity or what a child may be capable of achieving.
The challenge, therefore, is not simply getting more people to recognise the term “dyslexia”. It is making sure that recognition changes what happens next.
For children, limited understanding can have very practical consequences. A child who needs a different explanation or another way to process information or more time to read, can easily be seen as falling behind. The difficulty may become more visible than the strengths sitting alongside it.
For parents, a diagnosis can also be the beginning of a steep learning curve. There may be assessments to understand, therapy or learning support to explore and conversations with educators about what the child needs.
The goal should not be to remove every challenge. It should be to understand the child well enough to respond to those challenges without allowing them to become the child’s identity.
This was a lesson that became clearer in my own family after my son, Emir Zafeer Faris, was diagnosed with moderate dyslexia, dysgraphia and dyscalculia.
At first, there were more questions than answers. But over time, our focus shifted. Instead of looking mainly at what he found difficult, we began asking what he enjoyed, what motivated him and where he felt confident.
Swimming and drumming became part of that journey. They gave him opportunities to build confidence and develop interests outside assessments and intervention. His experience is personal to our family, but the lesson is broader: a diagnosis should help adults understand where support is needed. It should not become the only lens through which a child is seen.
Schools are central to supporting children with dyslexia, but they cannot do it alone. Parents and caregivers may be coordinating assessments, learning support and therapy while also managing work and family responsibilities. Better support therefore depends on the wider environment around the child working together.
That can include employers. During the earlier stages of my son’s diagnosis, several appointments and assessments took place during working hours. Flexibility and understanding from ROSEN’s regional and global management allowed me to be present for those responsibilities while continuing to meet my professional commitments.
There was still accountability, but there was also trust. Workplaces cannot solve the challenges associated with dyslexia, nor should they be expected to. What they can do is recognise that parents and caregivers may sometimes need reasonable flexibility to support their children.
The same principle applies more widely; support works best when it responds to what a person actually needs rather than assuming the same approach will work for everyone.
During this Dyslexia Awareness Month, parents should recognise when to ask questions and seek support. It should equip educators to look beyond a child’s immediate difficulties and recognise that learning differently does not mean being less capable. It should encourage families and communities to focus on strengths alongside challenges.
It should also remind us that inclusion is not only about acknowledging that differences exist. It is about adjusting how we respond to them. Sometimes that may mean changing the way something is explained or it may mean giving a child more time, using a different learning approach or creating space for them to build confidence in areas where they naturally thrive.
None of this means lowering expectations. It means giving children a fairer opportunity to meet them.
As awareness grows, the outcome should be practical with greater understanding, better support and more inclusive environments for children with dyslexia and the families navigating the journey with them.
Most importantly, a child should never grow up believing that the way they learn determines what they can become. Dyslexia may be part of how a child learns. It should never become the measure of their potential.
About the author
Alia Anif is Head of Marketing & Communications, Region Asia Pacific at ROSEN Group, where she leads marketing and communications across diverse markets and stakeholders in the region. Her role involves translating complex technical subjects into meaningful communications while supporting ROSEN’s regional business priorities.
