I am a primary school teacher in London, and I am also dyslexic.

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Like many children with dyslexia, I grew up feeling defined by the things I found difficult rather than the things I did well. Two memories have stayed with me throughout my life. The first was scoring 2 out of 100 in a spelling test. The second was when a teacher held up my work in front of the class and said, "This child doesn't know how to spell 'special'—who doesn't know that?" I was only seven years old.

 

Even today, I rarely disclose my dyslexia when applying for jobs. Most people I work with would never know. I am organised, articulate and confident. Looking back, I know that my success came because school gave me opportunities to shine outside traditional academic subjects.

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Dance gave me an escape from the classroom. Food Technology allowed me to be creative and curious. Drama gave me confidence, helped me find my voice, and showed me that I had talents that could never be measured by a spelling test. Those experiences changed my relationship with school and ultimately gave me the confidence to succeed academically.

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Today, I see the same story unfolding in my own classroom.

 

As a teacher, I teach bright, creative and curious children who struggle with reading and are already beginning to believe that school simply is not "for them."

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Yet these same children often come alive in the art room, on the football pitch, on the stage or while building, creating and solving practical problems. Their talents, creativity and resilience deserve to be recognised and celebrated!

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For many children with reading difficulties, extracurricular activities are far more than hobbies. They provide confidence, belonging and a sense of identity. They remind children that they are capable, talented and valued.

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Financial pressures on schools and family circumstances mean that opportunities to discover and develop their talents are often out of reach.

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My hope is that, through this fund, more children will discover what I discovered all those years ago: that one area of difficulty does not define who they are or what they can become.