As a left-handed student turned math educator, I have had my share of challenges adapting to a right-handed world. Left-handers make up only about 10% of the population, so we often find ourselves adjusting to tools and instructions designed for the majority.

In school, being a left-handed and compliant student meant trying to follow instructions exactly, especially in subjects I struggled with, like chemistry. Lab lessons, which were fun for many, were anxiety-inducing for me. I vividly remember trying to mirror right-handed instructions—using tools in the ‘correct’ hand—only to end up burning myself and ruining my work. The lack of left-handed peers to model after made things even more confusing. I had to consciously remind myself that ‘right’ often meant ‘left’ for me and vice versa.

Now, as a left-handed math instructor working with dyslexic learners, I am keenly aware of these challenges. I have to be careful with how I give instructions and mindful of my limitations when demonstrating concepts, especially in geometry. Using a compass or protractor with my left hand can be tricky for right-handed students to follow, which requires extra consideration when developing resources.

To some extent, I realised that I might not effectively convey instructions if I modelled the grip and coordination of tools using both hands for students to draw angles and bisectors correctly. It also dawned on me that my right-handed colleagues might face challenges in assisting left-handed learners with accuracy. To address this, our team is diligently creating instructional videos catering to everyone—left or right-handed, learners or instructors. I’m genuinely excited for this project to take off! After all, we truly do learn differently.

As educators, it is crucial to recognise and accommodate the diverse learning needs of all students, including left-handers. Being mindful of how left-handed students may experience challenges with tools or instructions designed for right-handers can make a significant difference in their learning experience. Simple adjustments, like demonstrating tasks in a way that both left and right-handed students can follow, or providing alternative resources, can help ensure that every student feels supported. By acknowledging these differences and adapting our teaching methods, we can create a more inclusive learning environment where all students, regardless of their dominant hand, have the opportunity to succeed.