There aren’t many parents who see their child’s dyslexia as a cause for celebration.

But while acknowledging the huge problems the lifelong neurodevelopmental condition can cause, not only with reading and writing, but also with other important abilities such as information processing and organisation, dyslexia experts are increasingly keen to stress that the other side of the coin, dyslexics’ myriad of ‘superpowers’, should never be forgotten.

Speaking before October’s Dyslexia Awareness Month, and World Dyslexia Day on October 8, Kate Griggs, founder of the Made By Dyslexia charity, tells the Press Association: “Dyslexic brains literally think differently.

“The way we process information can make reading, spelling, rote learning or taking tests more challenging, but it also brings strengths like big-picture thinking, creativity, solving complex problems and emotional intelligence.

“These human skills have always been valuable, but are now vital in the AI world. In fact, many dyslexic thinkers have used these exact strengths to change the world, creating everything from the lightbulb to the iPhone.”

Griggs, who is herself dyslexic and has written the books This Is Dyslexia and Xtraordinary People (about the superpowers that dyslexic thinking brings), points out that several studies have found dyslexic thinking skills are sought-after in every workplace.

Indeed, one University of Cambridge study concluded that the condition is linked to “enhanced abilities” in areas such as discovery, invention and creativity, and that dyslexia is in fact a vital tool that has helped humanity adapt.

Made by Dyslexia has created a short animation film,  What Is dyslexia?, which will be taken to 100 million screens worldwide during Dyslexia Awareness Month to help dyslexic children, and those around them, “see the brilliance of dyslexic thinking”.

One of the people who attended the film’s premiere was Jonathan Bishop, CEO and executive headteacher of  Cornerstone Academy Trust, which runs seven primary schools in Devon, supported by a dedicated SEND (Special Educational Needs and Disabilities) team.

He says: “Supporting children with dyslexia isn’t about overlooking the areas they find difficult, it’s about understanding the individual child, removing barriers to learning and creating opportunities for them to recognise and develop their strengths.

“While no two children with dyslexia are the same, many display strengths associated with dyslexic thinking skills. These often include visualising, imagining, communicating, reasoning, connecting and exploring.

“Our role is not only to support children where they face challenges, but also to recognise these natural strengths and create opportunities for them to flourish.”

Here, Griggs and Bishop outline key dyslexic thinking skills…

1. Visualising
Griggs says dyslexics are excellent at visualising things and possibilities that others don’t see, so instead of using words or long lists, a dyslexic brain naturally processes information by interacting with space, senses and physical ideas.

She continues: “This strength makes it easy to picture exactly how things fit together, see user journeys in your head or spot patterns and opportunities that others might miss.”

And Bishop says because dyslexic children understand information through images, patterns and visual representations rather than language, that has to be catered for in the classroom.

“We create opportunities for children to show their understanding visually, rather than relying solely on written responses,” he explains.

2. Imagining

Imagining is all about creating original ideas and driving innovation, says Griggs. “Dyslexic brains don’t think in straight lines – they naturally see the world from different angles and make unexpected connections.

“This strength makes us natural trailblazers who look past how things are normally done to see what’s truly possible. It’s vital for fresh thinking, entrepreneurship and bringing brand-new concepts to life – it’s no surprise one in three entrepreneurs are dyslexic.”

Bishop says that as children with dyslexia are imaginative thinkers, bringing creativity, originality and fresh perspectives to their learning, it helps if the curriculum encourages theory strengths through writing, the arts, project-based learning and problem-solving opportunities.

3. Communicating

Dyslexics are often very good at communicating and telling stories or explaining things, and Griggs explains: “ We’re naturally great at breaking down complicated messages and simplifying and communicating them in ways that everyone can easily understand.

“This strength makes us excellent at clear, impactful storytelling, whether through speaking, writing, or visual media, helping us engage and inspire our audiences.”

And Bishop says the way to make the most of this superpower in the classroom is to ensure communication extends far beyond writing alone.

4. Reasoning
Griggs explains that reasoning is the ability to see the big picture, connect the dots and spot patterns that others might miss.

“Instead of getting bogged down in tiny details, dyslexic brains use clear intuition to connect different pieces of information and solve complex problems quickly,” she says.

“This strength is a massive asset for strategic planning, analytical thinking, and making smart, decisive choices in fast-changing situations.”

To maximise this strength at school, Bishop says: “We encourage children to question, analyse and apply their knowledge in new situations.”

5. Connecting
Dyslexics have great emotional intelligence, says Griggs. “We’re good at understanding ourselves and others,” she points out. “That means we’re naturally great at empathising, listening, and building deep, meaningful relationships with those around us.

“This gives us a unique ability to influence others, collaborate effectively, and lead with empathy, making it a critical skill for team-building and modern leadership.”

The way this plays out in the classroom, says Bishop, is that pupils are urged to spot patterns and make connections between ideas that others may not immediately see.

“Rather than viewing knowledge as a collection of isolated facts, we encourage children to identify links across subjects and experiences,” he explains.

6. Exploring

Exploring means being curious and looking at ideas in a constant, energetic way, and Griggs says dyslexic children are natural explorers who love to ask questions and learn through active discovery,  rather than following a rigid set of instructions.

“This strength gives us a massive drive to challenge the status quo, try new things and follow our curiosity, making us great researchers and innovators,” she says.

Bishop explains that teachers can make the most of this urge to explore through encouraging children to ask questions, test ideas and learn through discovery, via practical experiences, investigations, outdoor learning, projects and enrichment activities.

He adds: “As teachers, our role is to identify where support is needed, remove barriers to learning and, at the same time, create opportunities for children to develop the things they do well.

“High expectations and appropriate support should go hand-in-hand.”