‘I understand the self-doubt, anxiety, and frustration that accompany learning struggles’

Growing up with dyslexia, I faced constant frustration with reading and writing. Simple classroom tasks that my peers completed effortlessly felt like insurmountable challenges for me. I vividly remember struggling to read aloud in class, feeling the weight of my classmates' eyes on me, and dreading every moment. These experiences left me questioning my intelligence and abilities.

However, it was through supportive teachers and alternative learning methods that I gradually learned to navigate these challenges. Their patience and belief in me instilled a sense of resilience that I now strive to pass on to my students. As an educational psychologist, I recognise the emotional toll learning difficulties can take, allowing me to connect with students on a deeper level. I understand the self-doubt, anxiety, and frustration that accompany learning struggles, and I work to ensure that no child feels alone in their journey.

Learning difficulties affect millions worldwide, creating both obstacles and opportunities for those who experience them. For me, living with learning difficulties was not just a challenge but a transformative experience that guided my path toward becoming an educational psychologist. My personal journey has provided me with a deep understanding of the struggles students face, shaped my empathy, and motivated me to develop individualised learning strategies to support them.

Developing empathy and emotional support

One of the most profound moments in my career came when I worked with a student who reminded me of my younger self. He hesitated to participate in class, convinced he wasn't capable of succeeding. I saw in him the same fear and frustration I had once felt.

Instead of focusing solely on academic interventions, I prioritised building his self-confidence. By acknowledging his strengths and helping him reshape his perception of intelligence, I watched his confidence grow. 

This experience reaffirmed my belief that emotional support is just as crucial as academic intervention in helping students overcome learning barriers. Now, empathy is at the heart of my practice. Because I have experienced firsthand the emotional weight of a learning disability, I am keenly aware of the psychological impact these struggles can have.

The importance of individualised learning strategies

One of the most valuable lessons I learned through my own struggles was the importance of personalised learning strategies. Traditional teaching methods didn't work for me, but once I was introduced to alternative techniques – such as audiobooks and visual aids – my academic performance improved dramatically.

As an educational psychologist, I advocate for differentiated instruction that caters to students' unique needs. I have worked with educators to implement personalised learning strategies, integrating tools such as assistive technology, multisensory instruction, and flexible assessment methods. Seeing students thrive when given the right tools reminds me of the turning points in my own journey and fuels my passion for making education more accessible.

Promoting self-esteem and managing anxiety

Academic struggles often lead to low self-esteem, which can perpetuate a cycle of underachievement. I know this firsthand, having spent years internalising the belief that I wasn't 'smart enough'. It took time and support to reframe my mindset and recognise that intelligence isn't one-dimensional.

I now help students and their families shift their perspectives on learning difficulties. I emphasise the strengths that often accompany them – such as creativity, problem-solving skills, and perseverance. By equipping students with coping mechanisms, such as cognitive restructuring and mindfulness techniques, I work to alleviate their academic anxiety and empower them to see their own potential.

Resilience and the power of personal experience

Experiencing learning difficulties firsthand has given me a unique resilience that I bring into my practice. I know what it feels like to struggle, but I also know the triumph of overcoming those struggles. This lived experience fuels my determination to help students build resilience and recognise that their learning challenges do not define their future.

My journey has also shaped my belief that all educational psychologists should seek opportunities to work closely with students who have learning difficulties. There is something profoundly transformative about experiencing or deeply engaging with these challenges – it fosters a deeper level of empathy, understanding, and innovation in educational interventions.

Vygotsky's (1978) social development theory emphasizes the importance of scaffolding and individualised instruction, which aligns with my personal approach to education. Additionally, studies indicate that educators with firsthand experience of learning challenges are more likely to implement effective differentiation strategies (Shaywitz et al., 2003).

Furthermore, resilience theory suggests that individuals who overcome adversity develop coping mechanisms that they can impart to others (Masten, 2001). This aligns with my belief that resilience is a crucial component of success for students with learning disabilities.

Catalysts for growth

My personal experience with learning difficulties has been instrumental in shaping the educational psychologist I am today. It has deepened my empathy, strengthened my commitment to individualised learning strategies, and reinforced the importance of emotional support. More than anything, it has given me a sense of purpose – to ensure that no student feels incapable or unworthy of success.

Educational psychologists who understand the complexities of this area firsthand can provide unparalleled support, bridging the gap between struggle and achievement. By sharing my journey, I hope to inspire others to see learning difficulties not as barriers, but as catalysts for growth and transformation.

Ioanna Dimitriadou

Educational Psychologist specialized in Dyslexia, ADHD & Learning Disorders, PgD

Professional Parenting Counselor 

Member of British Psychological Society, GMBPsS, GBC

Key sources

Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.

Shaywitz, S. E., Shaywitz, B. A., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2003). Development of left occipitotemporal systems for skilled reading in children after phonologically-based intervention. Biological Psychiatry, 55(9), 926-933.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.