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

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 10 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.