2 To declare or not to declare?

Many individuals remain unaware that the challenges they face are linked to a learning difficulty like dyslexia, or they may be fearful of disclosing it. This lack of awareness or fear of disclosure often results in people not accessing the appropriate support they need, and not reaching their full potential as a result (Beetham and Okhai, 2017). However, there is no legal obligation to disclose dyslexia if an individual believes it does not affect their ability to perform their job.

Dyslexia is not always viewed positively – some cultures do not recognise it at all, and accordingly provide little or no support. Educational institutions (including universities) and employers have a duty to implement reasonable adjustments; in the UK, this falls under the Equality Act 2010. This Act can be incredibly helpful in supporting a dyslexic person to engage their potential and achieve success. It can also foster a more understanding environment among peers and colleagues. Despite the strengths associated with dyslexia, many people do not want to be labelled due to the stigma, potential victimisation by employers, or bullying by colleagues (Beetham and Okhai, 2017).

Where or how to disclose?

There are several ways to disclose dyslexia. One option is to mention it in the ‘equal opportunities’ section of a job application form, or during the interview process. If this was not done initially, individuals can update their employer via human resources, or have a candid conversation with their line manager.

Figure 3 Disclosing at work

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This is a photograph of two women in an office. They appear to be having a professional discussion.

Figure 3 Disclosing at work

Example form

Here’s an excerpt from an ‘equal opportunities’ form to give a general idea about how they look – the exact format and layout will vary.

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Figure 4 Equal opportunities form

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This is a screenshot from an equal opportunities form. The text at the top reads ‘We have an equal opportunities policy, the aim of which is to ensure that no applicant receives less favourable treatment on irrelevant grounds (e.g. sex, race, colour, ethnic or national origins, age, disability, religious, sexual orientation or marital status), nor is disadvantaged by conditions or requirements which cannot be shown to be justified and relevant to the application. In order to ensure that this policy is carried out, it is necessary for us to have some means of monitoring our selection activity. Only by such measures will we be able to identify potential sources of discrimination and take remedial action. For this reason alone we would be most grateful if you would answer the following questions. On receipt, the monitoring form will be separated from the application form and securely stored. It will be treated as strictly confidential and will be used for statistical monitoring only. To carry out this approach we need your assistance and would be grateful if you would provide the information requested; none of this information will be seen or used during the selection process.’ Then the heading ‘Section 1’ is followed by boxes for: date of birth, family name or last name, first name(s). An information box reads ‘This information must be provided to carry out our administration procedures; however it will not be used during selection processes’. Then the heading ‘Section 2’ is followed by boxes for: gender (tick boxes are present for male / female), disability: do you consider yourself disabled? (tick boxes are present for yes / no / I prefer not to say). An information box reads ‘Under the Equality Act, a disability is defined as a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day to day activities’.

Figure 4 Equal opportunities form

Activity 1 Self-reflection

Timing: Allow about 5 minutes

How would you feel about having a diagnosis of a learning difficulty like dyslexia? Would you want to disclose it, or prefer to keep silent? Why? Note down some thoughts.

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Deciding whether to disclose learning difficulties or any ‘hidden disability’ in the workplace is a complex decision with pros and cons, and a range of possible outcomes. Sharing this information can lead to understanding and tailored support. Remaining silent might avoid immediate discomfort, but can result in long-term performance issues. Research by Beetham and Okhai (2017) highlights that without appropriate support, employees may struggle to meet their potential, ultimately affecting their work performance and overall wellbeing. When applying for a job, sharing information about your condition can lead to adjustments being made to accommodate you at the recruitment stage, such as bypassing certain types of assessment, having extra time provided if needed, and ensuring accessibility.

Privacy and confidentiality are key factors in this process. Employers should be careful not to ask intrusive questions or ones that violate someone’s dignity. Privacy is a human right protected by law. After some challenges have been identified, rather than asking ‘do you have a disability like dyslexia?’ it may be more appropriate to ask a question like ‘what can we do to help you thrive?’