Have you raised concerns about your child’s reading, only to be told to “wait and see”? You are not imagining it, and you are not alone.

Australian research into parents’ experiences of dyslexia reveals a painful, recurring pattern. Parents reported having their concerns dismissed, being labelled as having “unrealistic expectations,” and feeling marginalised and “treated as burdensome” simply for advocating for their child. Some encountered educators who denied dyslexia even exists, or who relied on outdated, discredited practices like coloured lenses. Many were left feeling isolated and uncertain about how to help their own child.

The consequences aren’t just emotional. Research has found that delayed or missed identification significantly impacts a child’s confidence and mental health. Even when accommodations were formally written into a child’s learning plan, parents reported they often weren’t actually put in place. This gap is attributed to a lack of teacher knowledge and training around dyslexia. Studies note that dyslexia receives comparatively less attention and funding than other disabilities, which only widens the divide.

If you’ve felt dismissed, please hear this: trusting your instincts about your child is not being difficult. It’s being a good parent. You know your child better than anyone.

At Read Well Spell Well, we start by listening. We take your concerns seriously, assess where your child is really at, and build a clear, structured plan of support. There is no gatekeeping, no dismissal, no waiting for your child to fall further behind.

Your worries deserve to be heard and acted on. Reach out today at readwellspellwell.com.au and let’s build a plan that finally puts your child first.

References

Searle, E., Daniel, R., & Hart, K. J. (2026). “Falling through the cracks”: parents’ perceptions of a dyslexia diagnosis and support in Australian primary schools. Australian Journal of Learning Difficulties. https://doi.org/10.1080/19404158.2026.2666754

Parent experiences of dismissal, marginalisation, outdated practices, and unmet accommodations as cited in Searle et al. (2026): Leslie (2025); Leslie et al. (2024); Leitão et al. (2017); Wilmot et al. (2023).