Understanding the Intersection of Dyslexia and Mental Health in Singapore: The Role of DAS and its Programmes

Dyslexia is a specific learning difficulty that affects reading, spelling and writing. Beyond academic challenges, students with dyslexia often face mental health issues such as low self-esteem, anxiety and depression. In Singapore’s academically rigorous environment, these challenges may be further intensified. A commentary published by Channel NewsAsia on 29 September 2018 highlighted that an excessively competitive culture can negatively affect students’ mental well-being. When expectations become too high, students may experience intense stress and anxiety, particularly during major examinations that are perceived to shape their future, such as the PSLE and national examinations like the O-, N- and A-Levels.

This article explores how dyslexia and mental health are closely interconnected, and highlights the supportive role of the Dyslexia Association of Singapore (DAS), focusing on its Main Literacy Programme (MLP) and iReaCH programme.

The Mental Health Challenges of Students with Dyslexia

Students with dyslexia often face ongoing challenges in reading and writing, which can lead to academic underachievement. These difficulties may become deeply frustrating and embarrassing, undermining their sense of self-worth. Over time, such emotional strain can evolve into more serious mental health concerns. Anxiety may arise when students are faced with tasks such as assessments or public speaking that centre on their weaker areas. Depression may set in when persistent academic struggles go unaddressed and hope begins to diminish. Repeated academic setbacks can lower self-esteem, while a fear of failure may lead to avoidance behaviours or social withdrawal.

These academic and emotional challenges are not separate; rather, they are closely intertwined. Recognising this intersection is crucial for educators, parents, and mental health professionals to provide timely and effective support.

The Role of the Dyslexia Association of Singapore (DAS)

DAS plays a pivotal role in supporting students with dyslexia through a combination of educational and psychological services. As a social service organisation, DAS offers programmes designed not only to address academic needs but also to support students’ emotional well-being and confidence. 

Main Literacy Programme (MLP)

The Main Literacy Programme is a Ministry of Education (MOE)-subsidised initiative aimed at providing structured literacy support to students diagnosed with dyslexia. Utilising the Orton-Gillingham approach, the MLP adopts a structured, sequential, multisensory and explicit instructional approach.

First, lessons are structured and sequential, with concepts carefully broken down into manageable parts and taught progressively so students build understanding step by step. Second, multisensory instruction engages visual, auditory and tactile pathways to reinforce learning while thirdly, explicit teaching methods ensures that students clearly understand both the content and how to apply it. Lastly and most importantly, lessons are tailored to students’ learning profiles, creating a supportive and encouraging environment.

By providing structured and achievable learning experiences, the MLP helps to reduce frustration and anxiety. As students experience success in their learning, their confidence and self-esteem improve, demonstrating how targeted literacy intervention can positively impact mental well-being.

iReaCH Programme

The iReaCH programme is designed for primary and secondary students who require additional support in reading comprehension and writing. Key features of iReaCH include:

The iReaCH programme is designed for primary and secondary students with a focus on strengthening higher-order literacy skills through targeted vocabulary instruction, comprehension strategies and structured writing support.

First, vocabulary instruction focuses on in-depth thematic vocabulary study to enhance understanding of key concepts and terms. Second, powerful comprehension strategies are taught including making inferences, interpreting figurative language and summarising text to deepen students’ engagement and analytical skills. Third, writing support is provided to guide students in structuring essays and expressing complex ideas clearly and coherently. Finally, the use of educational technology is integrated seamlessly, incorporating interactive tools such as Kahoot, Coggle and Padlet to facilitate engagement, collaboration and dynamic learning experiences.

As students develop stronger comprehension and writing skills, they often experience increased confidence in their academic abilities. This helps to reduce fear of failure and encourages more active participation in learning. In this way, iReaCH not only supports academic growth but also contributes to improved self-confidence and a more positive learning experience.

DAS CalmEd – Student Wellness and Mental Health Support

Complementing its academic programmes, DAS also supports students’ mental well-being through initiatives such as CalmEd. This programme incorporates calming and mindfulness activities into the classroom that encouraged them to pause, reflect and regulate their emotions during the school day.

These activities are woven into routines for instance, a short breathing exercise before transitioning between lessons, a guided visualisation at the start of class, or a quiet “check-in” circle mid-lesson. Over time, students reported feeling more aware of their emotions, less anxious about upcoming tasks and better able to concentrate on academic work.

Teachers also have observed fewer instances of restlessness and emotional outbursts, while more students participated voluntarily in discussions about how they felt and what they needed to succeed. By embedding these practices into daily classroom routines, CalmEd reinforces the idea that mental well-being is an integral part of learning, not separate from it, giving students both the internal tools (calming strategies) and the external structure (regular practice) to manage stress and stay engaged.

Collaborative Efforts and Community Support

The DAS collaborates with various stakeholders, including schools, parents, and mental health professionals to create an inclusive and supportive ecosystem for students with dyslexia. Through awareness efforts, training and collaboration, DAS promotes greater understanding of dyslexia and the importance of supporting both academic and emotional needs.

Students with dyslexia face unique challenges that extend beyond academic difficulties, often impacting their mental health. The Dyslexia Association of Singapore plays a crucial role in addressing this intersection through programmes such as the Main Literacy Programme and iReaCH, alongside student wellness initiatives like CalmEd. 

By providing structured literacy support while also nurturing students’ confidence and emotional well-being, DAS supports students with dyslexia in building resilience, improving academic outcomes, and developing a more positive relationship with learning. Continued collaboration among educators, parents and professionals remains essential to ensure that students with dyslexia receive the holistic support they need to thrive.

Testimonial from iReaCH Secondary level student:

“I have been in the iReaCH programme for almost two years. I joined after progressing well in my DAS classes, which I started due to my dyslexia diagnosis. iReaCH has helped me improve my writing by teaching me how to elaborate on ideas and use effective techniques. It has also boosted my confidence in English, especially in comprehension and essay writing. I no longer struggle as much with my schoolwork, and learning has become more enjoyable. I especially like the games, which make lessons engaging. Overall, iReaCH has been a great experience that strengthened my English and allowed me to meet wonderful classmates.”

Reference:

https://www.channelnewsasia.com/commentary/hyper-competitive-culture-breeding-severe-test-anxiety-among-799076