The Mind & Meal Project

In the United States, more than 42 million people live with a severe disability, and 96% are hidden (Forbes). Hidden disabilities are conditions that are not obvious to others (Boskovich). Learning disabilities, such as dyslexia and ADHD, are the most common types of “invisible” disabilities in schools. Dyslexia affects nearly 1 in 5 students, but only a third are identified, leaving many without the support they need. In high school, students with dyslexia face extra challenges because of heavy workloads, peer pressure, and limited teacher understanding.

Before schools can help, teachers must first recognize who has dyslexia. This can be difficult because many students try to hide their struggles to avoid judgment or “special” treatment (Boskovich). Some may not even realize they have dyslexia. Ethnicity can also affect the likeness of a student being identified with a learning disability. An example being, Asian and Pacific Islander students are less likely to be recognized as having disabilities because teachers often assume they are excelling academically (Sullivan). Since teacher referrals are often the first step to getting help, bias can prevent students from getting proper support.

Stigma also affects students with dyslexia. Studies have proven that students with invisible disabilities are two to three times more likely to experience being bullied (Caralee). Many students make hurtful comments such as “but you don’t look disabled,” which can make students think poorly of themselves. Stigma can lead to shame and low self-esteem. It can also cause students to avoid asking for the help they need, which hinders their learning.

Research has demonstrated that inclusive classrooms, in which students with disabilities learn alongside students without disabilities, are statistically more likely to have students be both academically successful and impact their emotional well-being (Agran). Their social contributions, confidence, and academic success is often greater than when they are in a separate special education classroom. Still, this support is not universal. Some teachers argue that students with disabilities are unable to succeed in a general education classroom, while others operate on low expectations for these students. These beliefs can be damaging, making students question their ability to succeed in academia.

A commitment to creating inclusive and equitable educational experiences does not stem from caring about students with disabilities or “their own growth.” This commitment comes in the form of schools that are rooted in evidence-based teaching practices for all students, such as Augmentative and Alternative Communication devices, embedded instruction, etc. Rogers & Johnson recommend giving students with dyslexia extended processing time for questions as an equitable classroom practice. All of this will help students with dyslexia participate in learning in a way that works best for them.

Lastly, relating to the high school experiences of students with dyslexia, it has less to do with individual efforts, and more to do with schools that embrace the potential of every student. As Agran argues, inclusion should be a promise of equal opportunity. When we bring together teachers, peers, and students understanding that having dyslexia does not determine any level of intelligence, students will begin to flourish. High schools involved in changing perceptions, eliminating stigma, and supporting inclusion are authentic supporters of all student experiences. Educating for equity and inclusion is essential to the development of all students.

Agran, Martin’s “Why General Classrooms Are Not Inclusive Classrooms: Failure to Implement Practices.” Remedial and Special Education.

Boskovich, Maria. “Understanding Invisible Disabilities in Education.” Journal of Inclusive Education, 2019.

Caralee, Adams. “Invisible Disabilities and Bullying: The Overlooked Issue.”, 2016.

Sarah Rogers and Emily Johnson’s. “Inclusive Practices for Students with Learning Disabilities.” 2018 National Center for Educational Restructuring and Inclusion Report.

Amanda L. Sullivan’s “Racial and Ethnic Disparities in the Identification of Disabilities.” Exceptional Children.