Embracing the Whole Child Approach for Dyslexic Students

We recently had the absolute pleasure of sitting down with Peggy Stern to discuss a whole-child approach where each child no matter how he or she learns, is respected and heard, and the emotional and academic tools we can provide to develop strategies for success!

Peggy Stern is an Academy Award-winning film Producer/Director with more than 30 years of experience. Her dyslexia led her to filmmaking and animation at a young age, and in March 2006 Stern won the Oscar for Best Animated Short. 

Stern has produced for PBS, HBO, Teachers College at Columbia University, The National PTA, and the National YWCA among others. She received her BA from Harvard University and her senior thesis film STEPHANIE, was turned into a PBS documentary special and broadcast nationally. SuperDville is a family affair, as her dyslexic daughter Emma has been a key advisor! 

Since the launch of SuperDville, Peggy has spoken at many webinars and on many podcasts, including the Dyslexia Narrative Conference, the Dyslexia Training Institute Virtual Conference, Learning Ally's Spotlight on Early Literacy Virtual Conference, Embracing the Whole Child with Punkinfutz, The Virtual Summer Dyslexia Institute Conference, The Pakistan Grower's Circle Webinar, Denver Courage to Risk Conference, Stand Up LD Panel Discussion, and the UK Rebel Voices Virtual International Dyslexia Conference.

As educators, parents, and advocates, supporting dyslexic students isn't just about teaching reading skills. It’s about nurturing the whole child—addressing their social and emotional needs alongside academics. This holistic approach encourages resilience, self-understanding, and confidence, forming a foundation for lifelong success. 

In this blog post, we'll dive into what it means to adopt a whole child approach for dyslexic learners, strategies to foster positive self-talk and highlight some valuable tools from SuperDeeville and Peggy Stern’s new book, The Teacher’s Toolbox for Every Child.

Understanding the Whole Child Approach

The whole-child approach acknowledges that academic success is deeply tied to emotional well-being and self-perception. In working with dyslexic students, this means helping them understand their unique learning processes, developing strategies to navigate challenges, and building an environment where they feel heard and respected. Educators and parents alike can support this by prioritizing social-emotional learning (SEL) as much as academic content.

At SuperDeeville, the team recognized the importance of making abstract concepts tangible for young learners. This led to the creation of “Professor Boom,” a playful character who introduces kids to the idea that our brains work in different but equally valuable ways. In one episode, Professor Boom uses Jell-O brain molds—one representing a neurotypical brain, organized and orderly like a marching band, and the other a dyslexic brain, vibrant and spontaneous like jazz music. This concrete metaphor helps young learners see that while their brains may work differently, they are no less capable. Activities like these make it easier for kids to embrace their differences and understand that their challenges don’t define them.

Starting with Self-Understanding

A great place to begin with dyslexic students is helping them explore how their brains work. Make it concrete! Storytelling and visual metaphors allow children to see the value in their unique abilities. Ask them questions that lead to discovery, such as, “What are things you find easier or harder to learn?” or, “How would you describe your strengths?” This starts a positive internal dialogue about their experiences, offering insights into their learning processes.

The new Teacher’s Toolbox for Every Child includes a story format in every chapter that opens up topics like self-acceptance, perseverance, and self-talk. Each chapter provides different SEL activities geared toward helping kids explore these ideas creatively, through art, conversation, and play. For instance, the “Self-Talk Matching Game” challenges kids to recognize the difference between a “bully voice” (self-doubt) and a “best friend voice” (self-encouragement). Exercises like this teach students to reframe negative self-talk and foster positive thinking patterns.

Building Positive Inner Voices with Slogans

The language we use with students often becomes their inner voice. Slogans like “Thinking differently is thinking smart” or “Mistakes help my brain grow” can serve as empowering mantras. Kids can even come up with their own motivational phrases, which reinforces a sense of ownership over their mindset. Displaying these slogans around the classroom or in personal spaces like lockers can be a constant reminder of their value and potential.

At SuperDeeville, the team created downloadable “Super D Sayings” that students can color, cut out, and post in their space. This hands-on activity gives kids a way to engage with positive messages and personalize their learning environment. And once kids have internalized a few key slogans, these reminders become tools they can carry with them—encouragement that sticks with them, both in and outside the classroom.

Activities to Strengthen Understanding

The Teacher’s Toolbox for Every Child is designed to bring a multi-sensory approach to SEL activities, meeting kids where they are and encouraging them to find personal meaning in each lesson. For example, in a chapter focused on perseverance, kids might build an “Emotion Wheel,” identifying different emotions they feel when faced with challenges and learning to reframe those feelings productively. Another activity, “The Ice Cream Cone of Strengths,” uses art to help kids visually represent their strengths, cultivating self-esteem in a tangible, lasting way.

The activities are also organized to match various learning styles. Some kids may benefit more from active, role-playing activities, while others may prefer quieter, art-based exercises. By offering a range of options, educators can tailor activities to meet the diverse needs of their students, supporting them in the way that works best for them.

Encouraging Resilience and Self-Advocacy

Creating a classroom environment where dyslexic students can speak up about their challenges is crucial. Conversations about SEL should happen naturally, every day—not only during scheduled SEL times. Integrate these discussions into the fabric of learning: “How did you feel during that project?” or, “What did you tell yourself when it got hard?” Encouraging these reflections normalizes self-awareness and emotional intelligence.

In many ways, supporting dyslexic students is about preparing them to advocate for themselves and building their confidence in doing so. This involves teaching them to recognize their needs and communicate them clearly. With tools like structured literacy approaches, Orton-Gillingham methods, and SEL activities, dyslexic learners can begin to see themselves as capable, resilient, and fully equipped to succeed.

A Civil Rights Issue: Empowering All Learners

When we provide the right tools and inclusive environments for dyslexic students, we’re not only helping them individually but also advocating for educational equity. Every child deserves the opportunity to learn in a way that honors their unique strengths. By using whole-child approaches and investing in social-emotional learning, we’re contributing to a world where every learner can thrive.

In supporting our students’ growth through empathy, patience, and creativity, we foster an environment where kids can shine, whether they’re jazz or marching band brains. And, in doing so, we’re creating a generation of self-aware, empowered, and resilient individuals ready to make their mark on the world.

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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