Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

British Dyslexia Association (more here)

As someone who is practical and hands-on, with a fascination with how things go together, academia has never been one of my strong points. From a young age, I seemed to struggle with processing information in a way that was deemed to be ‘normal’, and this inevitably affected my academic journey through school.

It wasn’t until the latter stages of my mainstream education that I discovered the root of my struggle: dyslexia, and the confirmation that actually my brain did work differently. Unfortunately, at that time, dyslexia wasn’t as widely recognised as it is today, and the support I received was limited. Struggling with exams and grades, it often felt like teachers attributed this to a lack of effort and a belief that I didn’t want to learn, often dismissing my challenges rather than recognising the neurological differences I faced.

Despite the discouragement, especially when one teacher suggested that a career in architecture was unachievable and to set my goals on something else, a spark of defiance was ignited within me, and I was determined to prove them wrong. This fuelled my passion for architecture which draws together both sides of the human brain in so many ways. Labouring through mainstream academia with a late diagnosis of dyslexia was challenging, but my coping mechanism was about finding a different way – a workaround – to solve the problem.

In pursuing Architecture I quickly realised that a learning environment can be enjoyable when you are pursuing a goal that you are engaged in and passionate about. I was immersed in any environment that suited my practical and hands on approach to learning. It allowed me to be able to explore my passion through the creative use of mixed media, project shared learning, and collaborative working.  I found myself learning and progressing in something in a way I hadn’t at school. Communication is a central part of being an Architect. We are fortunate that writing is only one aspect of this. Actually, verbal, and visual communication skills are the most used methods and of course this plays to my strengths.

In my experience, I believe that Architecture as a career can positively promote inclusivity and diversity, especially in the context of neurodiversity. It can allow unique perspectives to be heard, fosters different ways of thinking, and allows exceptional skills and talents to shine. It embraces the creative and celebrates difference. There is always more we can do and I’m keen to share my perspective and support others where I can, especially young people who might face the same struggles and advice I received which could so easily have seen me take a different path. I’m also increasingly interested in considering how we can positively respond to all forms of neurodiversity in the architecture we design and deliver, creating inclusive environments for all.

Over a decade into my career as an architect, I take pride not only in my achievements but also in being part of a forward-thinking practice that supports its staff in their personal journeys. We have a clear focus on Diversity, Equity and Inclusion which is becoming increasingly embedded in our practice approach and the work we do. Platforms like this Perspective piece provides opportunity to share different journeys openly and for these to be better understood and celebrated. I’m really pleased to be taking a lead role in supporting our practice approach to DE&I with a specific focus on representing neurodivergence.