OPINION: Dyslexic students deserve more from Victoria University

By Olivia Pechey 

Dyslexic students aren’t getting the support they need at university. Ten extra minutes in an exam and access to reader-writers are baseline standards, yet once these boxes are ticked, attention is diverted elsewhere. Victoria can and must do better. Tools like Bionic Reading and programs such as Peer-Assisted Study Sessions (PASS) offer a glimpse of what proactive support can look like. The challenge is integrating these initiatives into assessment formats and expanding them across every degree and its relevant courses. 

SPELD NZ defines dyslexia as “a specific learning disability that makes it far harder to learn to read, write or do number work.” An estimated one in five people have dyslexia, which can involve difficulties such as understanding complex instructions quickly. Abby Hardy, a second-year student at VUW, described it as “a black room with lots of doorways.” An idea might flicker centre stage, only to slip away behind a door before she can grasp it. 

Despite this, students pour their blood, sweat, and tears into their courses, only to achieve a grade that barely scratches the surface of their potential. Even when a high grade does come through, the work-to-reward ratio is often far steeper than it is for a neurotypical student. As such, the structure of university can predetermine the kinds of minds they reward with success. 

Confession: I’m not dyslexic. I’m actually one of the students who benefits from the system as it currently stands. So, why can I write about this? I’ll never understand the struggles first-hand. But I have a sister who does. I’ve watched her battle through late nights, unnecessarily long-winded instructions, and heart-breaking exams. I feel her frustrations as if they were my own. And in a school of nearly 21,000, she’s definitely not alone. 

Myllo, a dyslexic secretary at Te Amaru, admits to having had “bad experiences in the past with my needs not being taken seriously.” Assessment formats rarely recognise ‘understanding’ unless it is expressed in traditionally structured ways. The issue isn’t that these skills aren’t important, but that they are taught and evaluated in ways that make them disproportionately harder for some brains to demonstrate. As Myllo explains, this becomes most apparent in situations where handwriting is required. “I use a tool called Bionic Reading,” they say. It overlays text, bolding certain letters to guide the eye to key phonemes and reduce cognitive load. Without it, “it takes me almost double the time to read.” 

Even though dyslexic students possess a variety of strengths—out-of-the-box thinking, creative problem-solving, and visual-spatial reasoning, to name a few—these qualities can be hard to reconcile with a system that generally prizes streamlined outputs. When students’ strengths are overlooked and their concerns neglected, it can take a serious toll on mental health. 

Despite meeting the course pre-requisites, dyslexic students may feel leagues behind everyone else, facing “a heightened physiological response compared to non-dyslexic students”, which stems from the pressure to meet expectations that feel unattainable. 

Lectures can feel like being swept along in a current of faster-paced peers. Only seconds are given to process calculations before the class moves on, and asking a question risks being labelled “less capable” or “dumb”. Many students feel unsupported by university materials and turn to online resources instead. As one student put it: “I end up essentially self-teaching a degree I’m paying for.” 

This sentiment is echoed by Myllo, who rates the support available for dyslexic students as “about a six out of ten.” They describe the university’s approach to accessibility as predominantly reactive, tackling issues only after they arise. 

So what can we do? Change doesn’t have to be immediate. Even small steps could make a real difference. 

Studies indicate that emotional support is key to lessening the negative impact of academic pressure on dyslexic students. When open discussion is encouraged within an intimate learning environment, students are better positioned to succeed. 

Collaborative, low-pressure conditions create a safe space for students to explore ideas in their own time. Peer-Assisted Study Sessions (PASS)—run through Student Learning—provide exactly this environment. Led by students who have completed the course, PASS meetings bring peers together for an hour each week, helping them clarify material from lectures and brainstorm strategies for assignments and exams. 

Despite these advantages, opportunities like PASS are not widely available across most degrees, let alone individual courses—particularly in STEM. If Victoria University is serious about “helping our disabled student and staff community to thrive and achieve their aspirations”, that commitment must extend to the way learning is delivered. Expanding PASS to more courses and beyond 100-level would create non-judgemental zones for all types of questions. As a first step, fully implementing PASS in first-year courses would help students build a stronger foundation and develop effective study practices they can carry through the rest of their degree. 

Recruiting more dyslexic tutors would further strengthen this program, as they understand not just the subject matter but the ways dyslexic students learn best.

Alternative assessment formats are equally essential. Many students, like Myllo, report that “exams make me so anxious that I often don’t do as well as I should in them.” Internal assessments, which allow more time for processing, are often a better indicator of a student’s level of progress. Offering them a choice between traditional exams and formats better suited to their learning style, along with ensuring access to tools like Bionic Reading, could promote greater confidence and lead to improved results. 

For this to happen, support must be clear from the outset. Victoria should introduce students to available resources on day one, ideally with recommendations from professors or tutors during the first lecture, so that help does not remain abstract. 

For students who are dyslexic—or think they might be—Myllo encourages reaching out to Victoria University’s Disabled Students Association.