Facebook Envelope Instagram Tiktok

Reflecting on Episode 5 of Love Literacy – Inspired

By Heather Down 14 August 2025

 

Recently, I have had the pleasure of interviewing Dr Eunice Fuchs. If you haven’t already listened to the podcast, you can listen here or watch on YouTube here. I have found myself going back to this podcast several times, and so much of the conversation resonated with me. Dr Fuchs had so many teachable moments packed into the hour that I thought I might take the time to unpack these and pose some reflective questions.

Listen to the podcast first, then go through and take some notes:

Reflective thought number one: It’s a Marathon, Not a Sprint

In this thought, Dr Fuchs reminds us that literacy and neurodiversity support takes time. We can’t rush the process, and neither can our students. Not only this, but learning about literacy also takes time for teachers. I myself have been working and learning for over 6 years now, and I still find there is room for growth. 

Questions to unpack:

  • How do I pace learning so students feel progress, not pressure?
  • Where might I be expecting quick results instead of steady growth?
  • What do I do if I am not seeing the results I think I should?
 

Everyday application:

  1. Build in “small wins” that students can celebrate each week.
  2. Keep evidence of progress (photos, work samples) to remind students — and yourself — how far they’ve come.
  3. Avoid overloading lessons; depth over speed.
 

Reflective thought number two: Dyslexia is Rarely Alone

We know that dyslexia often coexists with ADHD, language disorders, and executive function challenges. Seeing the whole picture changes how we support a learner. When students have double and triple defecites, they struggle on a much deeper level. It’s important to remember the spectrum.

Questions to unpack:

  • When I plan for a student with dyslexia, do I also consider their other possible learning needs?
  • Am I watching for signs of attention, language, or regulation challenges?
 

Everyday application:

  1. Keep observation notes;  not just on reading accuracy, but on attention, memory, and emotional regulation.
  2. Collaborate with SENCOs, SLTs, or learning support staff to join the dots.
  3. Build routines that also strengthen executive function (organisation, working memory).
 

Reflective thought number three: You Can’t Support What You Haven’t Named

There as been some discussion about whether there is a need for a diagnosis, and I have found myself going between camps – however after listening to Dr Fuchs explain the need for a formal diagnosis, it cements my understanidng that identification isn’t about labels, it’s about unlocking the right supports. Without a name, we can’t target interventions effectively.

Questions to unpack:

  • Have I raised my observations with the right people?
  • How do I communicate my concerns to families in a supportive, non-alarmist way?
 

Everyday application:

  1. Document specific examples of student difficulties (dates, tasks, observations).
  2. Use strengths-based language when sharing concerns.
  3. Follow up after referrals as advocacy doesn’t stop at the form.
 

Reflective thought number four: Teacher Well-being = Student Well-being

It is very important to realise that we cannot expect regulated children from deregulated, stressed teachers. Our calm is their calm.

Questions to unpack:

  • How am I managing my own stress so I can model regulation?
  • What routines help my classroom stay calm during challenging moments?
 

Everyday application:

  1. Build in 2–3 minutes of breathing or centering activities before high-focus tasks.
  2. Keep transitions predictable as we know that predictability lowers stress for you and your students.
  3. Protect one small daily ritual that recharges you.
 

Reflective thought number five: Oral Language is the Foundation

I loved how Dr Fuchs said she would love to retrain as an SLT. If we want to level the playing field, we must prioritise oral language from day one. It’s the base for reading, writing, and learning across the curriculum. I could write a lot on this topic, however, here are a couple of key things you can do:

Questions to unpack:

  • How often do my students get to speak in complete sentences during lessons?
  • Am I explicitly teaching the academic vocabulary they need?
  •  

Everyday application:

  1. Model and rehearse complete sentence answers.
  2. Pre-teach key vocabulary before reading or writing tasks.
  3. Use “turn and talk” routines to build expressive language confidence.
 

Reflective thought number six: Teachers as Public Health Practitioners

Dr Fuchs spoke about how she resonated with Louisa Moates on this piece of advice: Teachers shape not just learning but life outcomes. In many ways, they are public health practitioners — but aren’t always equipped to see themselves that way.

Questions to unpack:

  • How do my daily interactions influence my students’ long-term well-being?
  • Am I recognising signs of stress, trauma, or hidden learning needs early?
 

Everyday application:

  1. Build trusted relationships, as these are the foundation of all wellbeing.
  2. Notice patterns in attendance, mood, and engagement.
  3. Advocate for training in mental health first aid or neurodiversity awareness.