My Dyslexia Story: Emma Jane Hassan

My experience in the classroom

As a child, I always remember putting my hand up to answer questions because I felt like I had the answer but then very quickly realising I wasn’t as ‘clever’ as the rest of the class. I remember thinking, if only I had answered with those two words like the girl over there did, but the truth was, I had no understanding of what those two words even meant. 

My whole school experience felt like that. A phrase that was often said around me was “she struggles with learning.” Over time, that became more than just a saying, it became my reality. I was constantly trying my hardest but never seeing any real change in my ability to learn.

I began to see just how much my dyslexia had been impacting me all along

When I went to college to study for my Level 3 Diploma in Early Years Childcare, I was put forward for an assessment. It lasted three hours and involved all kinds of tasks, answering questions, spotting patterns, replicating them, and more. At the end of the three hours, I was diagnosed there and then with dyslexia. The doctor said, “I knew you were dyslexic within the first 10 minutes.” 

At first, I was just shocked. I didn’t really know what it meant for me. I felt emotional when I left the room but still confused about how this would affect my life going forward. 

The following day was probably the hardest part of my dyslexia journey. I started noticing what the assessment had highlighted in real time throughout my everyday routine. I told my college tutor, and her response was, “Wait, you didn’t know?” I said, “No, I was diagnosed yesterday why? Did you?” She replied, “I could tell.” That phrase “I could tell” stuck with me.

When I got my first job and told the professional I was working alongside that I was dyslexic, the response was the same: “I could tell.” It made me feel like I was some kind of spectacle, like people had been watching and quietly drawing conclusions about me, without ever saying anything. 

A different way of seeing the world

My dyslexia has become a way for me to advocate for the children I work with. It has allowed me to show empathy, understanding, and a genuine sense of compassion for what children may display in front of me, especially those with additional needs.

It’s given me a different way of seeing the world, and because I’ve experienced those challenges firsthand, I can adapt the way I do things to better support how the children I work with experience and interact with the world around them. I’m a very creative person. I love making art, especially painting pottery and I love to sing. I don’t usually sing in public, although I have done it a couple of times.

My dyslexic brain and way of thinking have helped me work effectively in teams, especially when we’ve faced obstacles. I often approach problems differently than my colleagues, and that has been a real strength.

Challenges I have faced

The most challenging part of my dyslexia is processing both verbal and written information. I ask a lot of questions to clarify what someone means, just to make sure I fully understand before moving forward. But sometimes, people’s reactions to my questions have made me feel like I was missing something obvious or that I should already know the answer and that can be really discouraging. It’s not that I’m not listening; I just need things explained clearly so I can process and apply them in the right way.

I also find technology difficult to navigate at times. This was a real struggle during my degree, because many of the systems designed to support dyslexic students were tech-based. Ironically, I often found it easier to just struggle through things like referencing manually, rather than use the tools provided simply because I couldn’t remember how to get the system to do what I needed. 

The support that has been available

Due to be being diagnosed at 18 in college, I didn’t get any extra time for my GCSEs, but I did have additional lessons in primary school and had a small group class in secondary school. I have recently finished university so throughout university I had access to a 1:1 support once a week. It was extremely helpful and the 2 ladies that helped me over the 3 years were so wonderful and really understood me.  

I thought it was out of reach and beyond what I could ever achieve

My biggest achievement to date is the work I do with early years-aged children. The ability to support young children in their growth and development is something I take immense pride in. My passion for this work was ignited even more when I began studying for my Level 4 and 5 Early Years Foundation Degree at university. The environment was perfect for me a small class of eight, with teachers who were passionate and enthusiastic. They supported me in ways that were truly empowering. 

During my studies, my dyslexia was embraced as a tool for learning and improving practice, rather than something to hide or avoid. This was a huge turning point for me, as it allowed me to feel more confident in my abilities. In addition to my coursework, I, along with my teachers and fellow students, helped form a campaign advocating for early years educators. We took our case to an All-Party Parliamentary Group meeting, where I, alongside a former student, had the honour of speaking on behalf of our campaign. 

This experience was a powerful moment for me it made me realise the strength of my voice and the importance of advocacy. Although the campaign didn’t focus on dyslexia, it taught me that my dyslexia does not have to be a barrier to being heard or to having a place in important spaces. 

I’ve now completed my Level 6, which has granted me a full degree. Reflecting on my academic journey, it’s amazing to think how far I’ve come. My earlier experiences in education were often negative, and I always dismissed university as something that wasn’t for me. 

The puzzle of who I am

The advice I would give is to not to let the diagnosis define you. I often found myself falling into the trap of thinking that because I knew about dyslexia, it was the reason behind everything I did (that's why I do X, Y, and Z). But the truth is, my dyslexia presented itself in a way that was uniquely mine. I needed to understand myself and my dyslexia in connection with each other, not as something that should be hidden or misunderstood. 

For me, speaking about it became an essential part of processing it, and over time, it evolved into a deeper understanding of who I am. Once I moved past the initial emotional shock of the diagnosis, it all started to make sense. It felt right, like I had needed that diagnosis to finally complete the puzzle of who I am.