Sam Holyman, a lead practitioner for science at Sidney Stringer MAT, has shared insights about how her experience with dyslexia has shaped her teaching approach. Holyman emphasizes that having dyslexia allows her to connect with her students, many of whom share the same struggles with reading and writing.
Dyslexia Journey and Professional Growth
Reflecting on her educational journey, Holyman described her experience in school as challenging. She pursued a degree in chemistry with business studies, but it wasn’t until a lab partner asked to borrow her notes that she realized their unreadability to anyone else.
Following a screening by the EAL support department, she faced the reality of her dyslexia for the first time. A full assessment confirmed her learning difference, leading to intervention lessons alongside her rigorous studies. Despite the difficulties, she successfully earned her degree, completed a PGCE, and began teaching.
To navigate her professional career, Holyman dedicated herself to volunteering and building rapport with colleagues who could assist her with written tasks and organizational challenges. She often undertakes multiple responsibilities simultaneously, from greeting students to managing classroom behavior while maintaining a focus on lesson productivity.
Promoting Empathy and Understanding
Holyman advocates for greater empathy towards dyslexic learners within her school’s multi-academy trust, focusing on enhancing teaching and learning experiences. Recently, she conducted a presentation designed to emulate the struggles dyslexic students face. She asked teachers to reflect on their abilities by copying text from a mirror under timed conditions, an exercise that illustrated the cognitive load these students experience.
During this activity, many teachers struggled to summarize the content after focusing intensely on the mechanics of writing. Holyman used this scenario to highlight the pressures placed on neurodivergent students, noting their mental bandwidth is often consumed by trying to conform rather than truly learning.
She also presented visual representations of how text might appear to someone with dyslexia, demonstrating common issues like missing characters and inconsistent spacing. Additionally, Holyman shared helpful tools such as colored overlays, smart speakers, and reading pens, all of which facilitate learning for dyslexic students, while also emphasizing the strengths often found in those with dyslexia, including creative thinking and problem-solving capabilities.
Reasons for Disclosure
Holyman disclosed her dyslexia for several reasons. After years in the classroom, she feels secure in her abilities and no longer views her dyslexia as a vulnerability that might hinder employment opportunities. With advances in technology, she noted that many tools have been developed to support tasks like proofreading and organization, making it easier for dyslexic professionals to perform without drawing attention to their differences.
Most importantly, Holyman’s commitment to her students drives her to speak openly about her experiences. She believes that reasonable adjustments and explicit strategies can transform the educational landscape for young learners. Her hope is that by sharing her journey, she can inspire other dyslexic individuals to recognize their potential and encourage educators to better understand and support their diverse learners.
Holyman remains passionate about teaching, relishing the anticipation of engaging students during scientific demonstrations. Now, she views her dyslexia not as a limitation, but as an integral part of her identity that has guided her approach to education.
