Dysorthographia and anxiety

Stomach aches before dictations, restless nights before tests, tears in front of a blank page: anxiety is common among children with dysorthographia. It is often the consequence of repeated difficulties with writing. Here is how to recognise it, understand it and help your child overcome it. Taking this anxiety seriously is an essential step in the support process.

Where the anxiety comes from

Anxiety in a child with dysorthographia often arises from repeated experiences of failure. They know they will make mistakes, that they will be corrected, that they will get a poor mark, despite their efforts. Over time, they anticipate failure before they have even started.

This negative anticipation creates a fear of writing, and in particular of assessment situations such as dictations and tests. The mere word “dictation” can then be enough to trigger tension.

Some children, often perfectionists, find their mistakes particularly hard to bear. These children often feel that every error is a catastrophe. See girls and boys.

The signs

Anxiety can show up physically: stomach aches, headaches, nausea, sleep disturbances, especially before school days or assessments. These symptoms are very real, even if they have no medical cause.

It can also be seen in behaviour: crying, irritability, avoidance of writing, refusal to do homework, difficulty separating in the morning. Some children also become very dependent on an adult for even the smallest written task.

These signs should be taken seriously. Note when they appear: this helps to understand what triggers them. See school phobia.

A vicious circle

Anxiety makes difficulties worse. A stressed child concentrates less well and makes more mistakes, which reinforces their fear of writing. The more a child is afraid, the more they lose their composure, and the more their results decline.

Breaking this circle requires acting on both the difficulties, through speech and language therapy and adjustments, and on the anxiety itself. Therapy gives them tools, and adjustments reduce the pressure.

See speech and language therapy. Working on just one of these aspects is rarely enough.

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Reducing the pressure

At home, reduce the pressure around spelling. Avoid remarks about mistakes, praise effort and progress, and take the drama out of errors. The tone used around homework has a great influence on their state of mind.

Prepare for assessments in advance, rather than waiting until the night before, to reduce last-minute stress. Revising a little every day is far more reassuring than long revision sessions the evening before.

Remind them that you love them whatever their results. Your unconditional affection is the best safeguard against anxiety. See self-esteem.

Adjustments at school

School adjustments reduce anxiety: extra time, adapted dictations, marking that rewards progress, spelling not penalised outside French. Telling the child about the adjustments planned before an assessment also reassures them.

Knowing that they benefit from these adaptations reassures the child before assessments. They can then concentrate on the content rather than on the fear of failure.

See school adjustments. These adjustments must be applied consistently to be effective.

Tools for managing stress

Teach your child a few simple techniques for managing stress: breathing deeply, repeating a reassuring phrase to themselves, visualising success. These techniques are easier to learn when calm, outside moments of stress.

Sport, relaxation and creative activities also help release tension. A regular activity they enjoy is an excellent way to ease the pressure.

These tools will serve them throughout their life, well beyond school. They give a sense of control over their emotions.

When to seek help

If the anxiety is significant, persistent or takes over your child’s life, talk to your GP. Support from a psychologist can be very helpful. The earlier anxiety is addressed, the more easily it resolves.

Cognitive behavioural therapies, in particular, help to manage anxiety linked to school situations. This work can be carried out alongside speech and language therapy.

See psychologist and dysorthographia. The school can also be involved, through the school nurse or the school psychologist.

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Questions that keep coming up

Why is my dysorthographic child anxious ?

Anxiety often comes from repeated experiences of failure in writing, and from fear of assessments. It can show up through physical symptoms such as stomach aches.

How to reduce their anxiety ?

Reduce the pressure at home, ask for adjustments at school, and teach them techniques for managing stress. School adjustments play an important role in easing it.