Understanding dyspraxia is key to helping students navigate education successfully. This blog post outlines practical strategies to support students with dyspraxia and create a positive, inclusive learning environment.
What is Dyspraxia?
Dyspraxia, or Developmental Coordination Disorder (DCD), is a neurological condition affecting the brain’s ability to plan and execute movements. It impacts both fine motor skills, such as writing or tying shoelaces, and gross motor skills, such as running or jumping. It may also influence memory, concentration, and information processing.
Dyspraxia is often accompanied by other conditions, such as ADHD, dyslexia, autism, or sensory processing difficulties. For example, research suggests that up to 50% of individuals with dyspraxia also have ADHD, and 52% of students with dyslexia show features of dyspraxia. These overlapping challenges can affect learning, communication, and social interactions, making a holistic approach essential.
Challenges in the Classroom and Beyond:
Dyspraxia can be difficult to spot. Teachers may misinterpret behaviours as laziness or defiance, overlooking the genuine effort required for tasks like writing or organising materials. These misunderstandings can lead to disciplinary actions, further lowering students’ confidence.
Students with dyspraxia often struggle with
- Planning and organisation: These difficulties can become more apparent with age, especially during transitions to secondary school or university.
- Physical activities: Challenges with coordination may limit participation in games or PE, potentially leading to social exclusion.
- Social interactions: Students may avoid tasks they find challenging, which can lead to anxiety and missed opportunities to connect with peers.
Disruptive Behaviours as a Coping Mechanism:
Students with dyspraxia may develop disruptive behaviours to avoid tasks they find overwhelming. According to Missiuna and Pollock (1995), students with dyspraxia often experience frustration and embarrassment due to their motor difficulties. This can lead them to avoid participation by engaging in behaviours that deflect attention from their challenges. For example, they might:
- Talk excessively.
- Distract classmates or seek attention.
- Refuse tasks outright or display frustration through defiance.
These behaviours are often misinterpreted as a lack of effort or poor discipline. Punishing students without recognising and addressing the root cause of their behaviour can damage their confidence and motivation. A compassionate and informed approach is key to breaking this cycle and helping students re-engage with learning.
How to Help Students with Dyspraxia:
Supporting students with dyspraxia involves practical strategies and a nurturing approach. Here are six ways to help:
Use Assistive Tools and Technology:
Assistive tools can help students manage daily challenges more effectively. Examples include:
- Pencil grips and ergonomic furniture: These support fine motor tasks like handwriting by reducing discomfort and improving legibility.
- Speech-to-text software: This allows students to express their thoughts verbally, removing the physical barriers of writing and boosting confidence.
- Recorded lessons: These provide flexibility for students to review material at their own pace, helping them better understand and retain complex information.
Break Tasks Down:
Dividing larger tasks into smaller, manageable steps helps students approach their work with greater confidence. Breaking activities into clear, achievable goals reduces feelings of overwhelm and allows students to focus on one step at a time. For example, a written assignment can be broken into stages such as brainstorming, outlining, writing a first draft, and proofreading.
Using visual aids, such as schedules, checklists, or flowcharts, can further support organisation and task completion. These tools give students a clear roadmap, making it easier to track their progress and stay on task. Predictable routines also play an important role in reducing anxiety by providing structure and consistency in their day.
As students work through each step, celebrating progress helps maintain their motivation and builds their confidence. Simple gestures like verbal praise, stickers, or small rewards reinforce a sense of accomplishment and encourage them to stay engaged. Recognising each milestone not only boosts self-esteem but also helps students develop a positive attitude towards tackling challenges.
Create a Supportive Environment:
A supportive environment can make a significant difference for students with dyspraxia, helping them feel calm, focused, and ready to learn. Providing quieter workspaces reduces sensory overload, minimises distractions and creates a setting where students can concentrate more effectively. These spaces could include noise-cancelling headphones or designated quiet zones in classrooms or homes.
Movement breaks throughout the day are equally important. Activities like stretching, walking, or using fidget tools help release restlessness and maintain focus. These breaks are particularly beneficial during longer lessons or when tackling challenging tasks. At home, breaking study sessions into shorter, manageable chunks with clear goals can help maintain engagement. Using checklists, timers, or step-by-step guides can also support organisation and reduce overwhelm.
A structured and tidy home study environment supports organisation and independence. Labelled storage, colour-coded systems, or visual task boards help students manage their belongings and responsibilities, reducing anxiety and creating a sense of order.
Encouragement and understanding from teachers, peers, and family members foster a sense of belonging. Simple acts, like recognising their effort, showing patience, and offering reassurance, can boost students’ self-esteem and help them feel valued. Schools and families can also use inclusive language to create an environment where students feel respected and supported in their learning journey.
When a supportive environment addresses both physical and emotional needs, students with dyspraxia are better equipped to overcome challenges and actively engage in learning.
Provide Time and Flexibility:
Giving students with dyspraxia additional time to complete assignments, tests, or projects can significantly reduce stress and allow them to perform at their best. Processing and motor challenges often mean tasks take longer, and offering extra time helps level the playing field. For instance, allowing a student to use a computer for written tasks or giving extended deadlines can make a substantial difference.
Using alternative formats, such as oral presentations, visual projects, or even creative media, provides opportunities for students to demonstrate their knowledge in ways that align with their strengths. These flexible approaches can also help them feel more confident and less constrained by traditional methods that may highlight their challenges.
Schools have a legal duty to make reasonable adjustments for students with dyspraxia under the Equality Act 2010. This includes exam access arrangements such as extra time, motor breaks, a scribe, or assistive technology to ensure they are not disadvantaged. These adjustments help create a fair testing environment, allowing students to demonstrate their knowledge without being held back by difficulties with concentration or writing speed. Parents can work with schools to ensure the right support is in place well before exams.
Flexibility in teaching and assessment methods can extend beyond formal assignments. For example, offering movement breaks during lessons or letting students take part in activities at their own pace supports their ability to engage with learning. These adaptations not only reduce unnecessary pressure but also foster a more inclusive environment where students feel valued and supported.
Focus on Strengths:
Highlighting a student’s strengths, such as creativity, resilience, or enthusiasm, helps them recognise their unique value.
As Emma Lewell-Buck, a Member of Parliament with dyspraxia, says:
“Being Dyspraxic is a good thing because the people who make a difference in the world are those who stand out and are not the same as everyone else. We are often the problem solvers, creators and innovators, we are never the ones sat in the room thinking the same as everyone else. So please go for it...I did and have never looked back.”
Encouraging students to see dyspraxia as part of what makes them unique helps them embrace their potential and build resilience for the future.
Building a Brighter Future for Students With Dyspraxia
With understanding, practical tools, and supportive environments, students with dyspraxia can achieve their potential. At Sunbeam Education, we offer tutoring and coaching tailored to help students thrive in learning and beyond. Discover more about our work and read our regular blogs on special educational needs and education here on our website.
