No One Should Be Embarrassed About Having Dyslexia
- mark boehme
- Jan 24
- 2 min read
At Harmon School, we believe something very simple — and very important:
No student should ever feel embarrassed about having dyslexia.
Too often, dyslexia is still misunderstood. It’s framed as a weakness, something to hide, or something that needs to be softened when discussed. In reality, dyslexia is a difference in how the brain processes language — and when it’s named clearly, framed accurately, and supported intentionally, it can become a source of confidence rather than shame.
A recent video we shared on social media captures this idea beautifully. You can watch it here:
In it, a teacher speaks honestly with a student about dyslexia — not as a limitation, but as an explanation. A way of understanding how the student’s brain works. That kind of conversation can change a child’s entire relationship with learning.
A Personal Perspective
This belief is not just theoretical for us — it’s personal.
I was diagnosed with dyslexia in first grade, at a time when schools did not provide evaluations and private testing cost thousands of dollars. My parents suspected dyslexia early, but access to answers was limited. By chance, my mom — who worked at the University of Houston — learned about a research study. Through that study, I received a full evaluation, was diagnosed with dyslexia, and later participated in EEG research.
The diagnosis itself was helpful. What followed, however, was something many dyslexic students experience: silence.
For years, I avoided saying “I have dyslexia.” Not because it defined me — but because of the misconceptions attached to it. Dyslexia was often equated with low intelligence, inability to read or write, or being somehow “less than.” Those myths still linger today, even though we know they’re not true.
What Dyslexia Is — and Isn’t
Dyslexia does not mean a student can’t read or write.
It does not reflect intelligence, motivation, or effort.
Dyslexia means that reading and writing may take longer, require more explicit instruction, and benefit from structured, systematic approaches. It also often means strong reasoning skills, creativity, problem-solving, and deep thinking.
When students understand this early — when adults explain dyslexia without shame or apology — something powerful happens. Students stop internalizing failure and start understanding themselves.
How This Shapes Harmon School
At Harmon School, dyslexia is not treated as an afterthought or an accommodation layered on later. It’s something we design for from the start.
Our instructional model emphasizes:
Clear structure and predictable routines
Explicit, research-informed literacy instruction
Small class sizes and individualized support
Time to process, practice, and apply learning
Respect for how different brains learn
Most importantly, we talk openly with students about how they learn. We believe clarity builds confidence — and that students deserve language that empowers them, not labels that limit them.
Moving Forward Without Shame
The most important message we want students and families to hear is this:
Dyslexia is not a bad thing.
It is not something to hide, minimize, or feel embarrassed about. With the right environment, the right instruction, and adults who understand, dyslexic students can thrive academically and personally.
At Harmon School, we’re proud to be part of a growing movement in education — one that replaces stigma with understanding, and silence with clarity.
Because every student deserves to learn without shame.
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