When schools blame the student instead of the system

A child struggles to read. Instead of assessing for a possible reading disability, say dyslexia, the teacher calls them “lazy.”

A student can’t sit still in class. Instead of considering ADHD, they’re labeled “disruptive” or "not well trained".

A teenager struggles with math. Instead of offering alternative learning methods, they’re told they’re “just not trying hard enough.”

In the end we have a population filled with individuals questioning why their "best" in school just isn't good enough.

This is what happens when schools blame the student instead of the system.

The system wasn’t built for every learner

In a recent interview, Richard Branson shared his experience in school and his struggle with learning. At the time, the knowledge of dyslexia or learning disabilities wasn't widespread. And he had to struggle with this for a long time.

Most education systems, especially in countries like Nigeria, are designed for one type of learner:

• The student who can sit still for long periods.
• The student who learns best through textbooks and lectures.
• The student who is excellent at memorization.

But what happens to the student who processes information differently?

• The dyslexic student who sees words as though moving on the page or are unable to process efficiently and struggles to keep up.
• The ADHD student who needs movement to stay engaged but is forced to sit for hours.
• The autistic student who thinks in patterns but is given only traditional learning methods.

Instead of adapting the system, schools often place the burden on the student.

It’s easier to say, “The child isn’t trying hard enough” than to admit, “Our system isn’t working for them.”

It’s easier to punish a child for low grades than to ask:

• Are we teaching in a way they understand?
• Are we providing the right tools?
• Are we supporting different learning styles?

Whether we accept it or not, too often, students with LDs internalize the blame. They begin to believe they’re not smart enough, not capable enough, not good enough. Jonathan Mooney has shared his experience with this across different platforms; how it makes you feel completely incapable.

But the real issue isn’t their ability, it’s the lack of support.

What needs to change?

Instead of forcing students to fit into a rigid system, we need to adjust the system to meet diverse needs.

Early Identification: Schools should have screening processes for learning disabilities, not wait until students are failing. A common tool for first level assessment tool can be found here https://dyslexiaida.org/screening-for-dyslexia/.

Flexible Teaching Methods – Not every student learns through reading and writing. Use audiobooks, visuals, hands-on activities, and assistive tech.

Accommodations are not "special treatment" – Providing extra time on exams, dyslexia-friendly fonts, or movement breaks isn’t a privilege, it’s what equity looks like.

Teacher Training – Many educators don’t know how to support LD students because they were never trained to. This needs to change.

Final Thoughts

When schools blame students for struggling in an outdated system, we don’t just fail those students, we fail society.

It’s time to stop making students feel broken for not fitting into an education model that wasn’t designed for them. Instead of asking “Why isn’t this student performing?”, we should be asking “What can we change to help them succeed?”

Because in the end, we might just realize that the real problem was never the student. It was always the system.