Preparing a Dyslexic Child for Secondary School
Updated: Oct 28
Why transition can feel demanding
Secondary school brings more teachers, new rooms, different homework systems and increased independent reading. A pupil who managed familiar primary-school routines may suddenly need to copy homework, track deadlines and read subject-specific vocabulary across several lessons.
This does not mean their dyslexia has worsened. The demands have changed. A good transition plan anticipates the new tasks rather than waiting until the pupil is overwhelmed.
Share useful information, not just a label
Ask the primary school to plan information-sharing with the receiving secondary school, involving the pupil and parents in deciding what is shared. In England, the SEND Code of Practice expects SEN support to include preparation for transition and sharing relevant information with the new setting.
A concise pupil profile can identify strengths, effective strategies and practical barriers such as slow reading, copying or organising equipment. The diagnostic report can be provided securely where appropriate.
Meet the new school early
Ask who will coordinate support, how subject teachers will receive relevant information and when the plan will be reviewed. Discuss accessible homework instructions, printed or digital notes, appropriate reading support and whether the pupil can use familiar assistive technology.
In England, pupils receiving SEN support should have provision reviewed through an assess–plan–do–review approach. Elsewhere in the UK, local additional-needs arrangements differ.
Practise routines before September
Try one organisational tool at a time: a colour-coded timetable, a simple bag checklist or a calendar with reminders. Rehearse checking which books are needed for the next day.
If the school uses an online homework platform, ask for a demonstration and practise finding assignments together. Avoid introducing several apps at once. A system that the pupil can use independently is better than an elaborate system maintained entirely by a parent.
Protect access to subject learning
New vocabulary can be especially demanding when it is unfamiliar in speech as well as print. Encourage teachers to explain key terms explicitly, revisit them and provide them in an accessible format.
Reading support should not prevent a pupil from studying age-appropriate science, history or literature. Audiobooks, text-to-speech or teacher explanations may support access while targeted literacy teaching continues where needed.
Plan for confidence and belonging
Ask your child what worries them most. It might be getting lost, reading aloud, remembering equipment or making friends. A school visit, map, photographs or meeting a trusted adult can reduce uncertainty.
Agree whom they can approach if instructions are unclear or they feel embarrassed. Support should be discreet and collaborative. Avoid describing the child only in terms of difficulties when introducing them to new staff.
Review after the first half-term
A transition plan is a starting point, not a one-off form. Check whether homework is taking an unreasonable amount of time, whether the pupil can access reading in lessons and whether they understand the support available.
Ask for feedback from several subject teachers, not only English. Make specific changes where necessary and agree a review date. The aim is to help the pupil become more independent without leaving them to manage avoidable barriers alone.