IN Pakistan, thousands of children quietly struggle with something most of us take for granted: the ability to read and write with ease.
Bright and capable learners are too often dismissed as “slow” or “weak,” when in reality many of them are living with dyslexia—an invisible but common learning difficulty that remains largely unrecognized in our classrooms.
A Silent Challenge: Dyslexia is a neurological condition that makes reading, spelling and writing difficult. It has nothing to do with intelligence. Globally, around 5–10 percent of people are estimated to have dyslexia, which means millions of children in Pakistan may be silently struggling.
But instead of being supported, these children are often punished by an education system that prizes rote learning and neat handwriting over creativity and understanding. Teachers and parents, frequently unaware of learning differences, label them as careless or lazy. The result is humiliation, loss of confidence and too often, dropping out of school. Many bright children who struggle with reading or writing are quick with ideas and problem-solving, yet they are reprimanded for “not trying hard enough.” What they need is not discipline, but recognition of their dyslexia and the right kind of support.
Raising the Issue: Earlier this month, I attended a stakeholder dialogue at the WHO Country Office where the Allkind group highlighted the urgent need to recognize dyslexia in Pakistan. Their message was clear: unless we raise awareness and create inclusive learning environments, countless children will continue to be left behind.
As Director of the Violence, Injury Prevention and Disability (VIPD) Unit at the Health Services Academy, I believe it is time we start treating dyslexia not as an individual weakness but as a public health and education priority.
Why It Matters: Ignoring dyslexia is not just an educational issue—it is a human rights issue. When children are denied the chance to learn in ways that suit their needs, they are effectively excluded from opportunity. The cost is lifelong: in lost confidence, limited careers and wasted national potential. Countries like the UK and US have shown that simple steps—screening tools in schools, teacher training and exam accommodations—can make a huge difference. Pakistan can do the same, but only if we begin by acknowledging the problem.
The Way Forward: To move ahead, we must: •Raise awareness among teachers, parents and policymakers. • Train teachers to identify and support children with learning difficulties. • Integrate screening for dyslexia into schools. • Include dyslexia in national education and disability policies.
Conclusion: Every child deserves the chance to succeed on their own terms. By ignoring dyslexia, we are not only failing our children—we are failing ourselves as a society. It is time Pakistan recognizes dyslexia, raises awareness and ensures that no child is written off simply because they read differently.
—The writer is Assistant Professor/Director, Violence, Injury Prevention & Disability Unit, Department of Public Health, Health Services Academy, Islamabad
