Abstract
AbstractThis study explores the lived experiences of leaders with dyslexia who have ascended to the top of their professions. This research aimed to better understand how they managed to succeed within systems that often define their cognitive profile through a deficit-based lens. Despite this challenge, many, including the 14 participants in this study, have not only broken free of that stigma but have succeeded and thrived because of it. Their accomplishments were not despite dyslexia, but often because of it.
As a dyslexic researcher, I conducted in-depth interviews with 14 leaders who had reached the top of their professions across diverse fields. The aim was to understand the challenges and stigmas they faced, the personal adaptive strategies they developed, and the insight and growth that led to their ability to rise to the top of their professions. Seven interrelated themes emerged: Stigma and Emotional Impact, Invisible Labor and Hidden Costs, Adaptive Strategies, Leadership Shaped by Lived Experience, Mentorship and the Advocacy Arc, Growth Mindset and Cognitive Flexibility, and Holistic and Systems Thinking. These themes illustrate how dyslexia can lead to leadership strengths such as empathy, strategic adaptability, and systems-level thinking.
My study concludes with practical strategies aimed at K–12 education, where early interventions can mitigate the stigma and emotional impact these leaders faced, by encouraging educators, families, and employers to replace deficit-focused models with strengths-based practices to support dyslexic learners better and nurture their leadership potential.
Keywords: neurodiversity, dyslexia, resilience, growth mindset, strengths-based education