19. April 2026

How to Talk to Your Child's Teacher About Dyslexia Concerns

As a parent, noticing that your child is struggling can be worrying and at times, isolating. You may have spent weeks or months observing difficulties at home, wondering whether to raise your concerns with school, and not quite knowing how to start that conversation. This guide aims to help you approach it with confidence, clarity, and the best chance of a positive outcome for your child.

Why the conversation matters

Teachers see your child every day in a learning environment you don't have direct access to. Their observations are valuable, and equally your insights as a parent are something no teacher can fully replicate. When both perspectives come together in an open and constructive conversation, children get better support. The earlier that conversation happens, the sooner the right help can be put in place.

Many parents hesitate because they worry about overreacting, or about being seen as a difficult parent. It's worth setting that concern aside. Raising a genuine concern about your child's learning is not making a fuss — it's doing exactly what a good parent should do.

Before the meeting — do your preparation

Going into the conversation with some preparation makes a significant difference. Think about what you have observed at home and write it down before the meeting so you don't forget anything important under pressure. Note specific examples rather than general impressions — for instance, "she spends forty minutes on ten minutes worth of homework and becomes very distressed" is more useful than "she finds homework hard."

It's also worth reading around the signs of dyslexia before the meeting so you can reference specific indicators in a calm and informed way. You don't need to arrive with a diagnosis in mind, but having a clear picture of what you've noticed and why it concerns you will help the conversation stay focused and productive.

How to open the conversation

Most teachers will welcome a parent raising learning concerns, particularly when it's done in a collaborative rather than confrontational spirit. A simple opening such as "I've noticed some things at home that I wanted to share with you, and I'd love to hear your perspective too" sets a positive tone from the start.

Avoid going in with a fixed conclusion — telling a teacher your child definitely has dyslexia before any assessment has taken place can sometimes put people on the defensive. Instead, frame it as a shared inquiry. You have observations, they have observations, and together you want to understand what's going on and how best to help.

What to ask

Having a few clear questions prepared helps ensure you leave the meeting with something concrete rather than vague reassurances. Useful questions to consider include asking what the teacher has observed in class regarding your child's reading, writing, and spelling, whether your child's progress is in line with expectations for their age, what support is currently in place and whether it's making a difference, and whether a referral to the SENCo would be appropriate.

That last question is an important one. If your concerns are significant, getting the school's Special Educational Needs Coordinator involved early is a key step. The SENCo has the specialist knowledge to assess the situation more formally and advise on next steps.

What if the teacher isn't taking your concerns seriously?

Unfortunately this does happen, and it can be deeply frustrating. If you feel your concerns are being dismissed or minimised, there are a few options worth considering. You can put your concerns in writing following the meeting, which creates a record and often prompts a more considered response. You can request a meeting specifically with the SENCo rather than the class teacher. Additionally, you can ask the school to share their data on your child's progress, as this is information you are entitled to as a parent.

If you continue to feel unheard, seeking an independent assessment is a legitimate and often very effective next step. A formal report from a qualified assessor gives you concrete evidence that is much harder for a school to set aside.

Remember — you know your child best

Teachers are professionals with valuable expertise, and the best outcomes happen when parents and schools work as genuine partners. However, you know your child in a way no teacher can fully replicate. Trust your instincts. If something doesn't feel right, it's worth pursuing until you have clear answers.

A good teacher will welcome your involvement. A good school will take your concerns seriously. And if either of those things isn't happening, there are always further steps you can take.

How Defining Dyslexia can help

If you're concerned about your child's learning and would like an independent perspective before or after talking to school, we're happy to help. At Defining Dyslexia, we offer initial consultations and screening as well as full SpLD assessments, carried out by a PATOSS-registered specialist assessor with fifteen years of experience including many years as a SENCo.

That background means we understand the school system from the inside, and we can support you not just with the assessment itself but with navigating the conversations and processes that follow. Face-to-face appointments are available across Sheffield and South Yorkshire and across Peterborough and Cambridgeshire, with remote support available for families anywhere in the UK.

If you'd like to talk through your concerns, please don't hesitate to get in touch.