The criticality of effective teacher-student relationships when working with students with dyslexia

Middleton, Y., Compton, A. and O'Brien, T. (2026) The criticality of effective teacher-student relationships when working with students with dyslexia. Support for Learning, 41 (4). pp. 1-14. ISSN 1467-9604

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Official URL: https://doi.org/10.1111/1467-9604.70072

Abstract

This paper explores the critical role of teacher–student relationships in supporting learners with dyslexia, with a particular focus on mathematics. Through a mixed-methods approach the research included ten participants aged 10 to 50+, each engaged in 35 one-to-one mathematics lessons. The research investigated how relational dynamics influence self-belief, mindset, and academic engagement. Data from pre/post exam papers, Q-sort, interviews, drawings, and reflective journals showed the damaging impact of negative teacher interactions. Ridicule, indifference, or denial of dyslexia can reinforce fixed mindsets, heightened maths anxiety, and reduced self-efficacy. Conversely, positive relationships built on empathy, encouragement, and trust enabled learners to reframe their self-perceptions, develop resilience, and achieve measurable gains in mathematical understanding. The findings showed that effective teaching for students with dyslexia extends far beyond content delivery. It relies on relationships that build emotional safety, show belief in students’ potential, and challenge negative viewpoints. It also demonstrated how the most powerful driver of success was not a specialist intervention or resource, but the quality of the teacher–student relationship. When teachers combine strong subject knowledge with empathy and belief in the student, they enable students to reframe dyslexia. This changes dyslexia from a perceived weakness into a source of resilience and strength.

Item Type:	Article
Additional Information:	© 2026 The Author(s). Support for Learning published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
Divisions:	School of Teacher Development
Depositing User:	Ashley Compton
Date Deposited:	22 Sep 2026 10:25
Last Modified:	22 Sep 2026 10:25
URI:	https://lbro.repository.guildhe.ac.uk/id/eprint/1351

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