Dyslexia often goes undiagnosed and is frequently misattributed to behavioural issues. What may be perceived as laziness, inattention, or acting out is often a student’s response to the ongoing stress and frustration of struggling to read. In many cases, strong intelligence, creativity, and verbal skills mask underlying reading difficulties, allowing students to perform “well enough” to get by—yet far below their true potential. Without recognition and appropriate support, these students may continue to struggle silently, internalizing failure despite having the capacity to thrive.