Lighting Up in Aqua: Standing Together for Learners with Dyslexia

If your local school or library springs to life with an aqua glow this October, don’t panic: it's the Lighting Up in Aqua campaign. A beacon of support for people in the UK who experience dyslexia, one of the most common neurodevelopmental differences (Carroll, Holden, Kirby, Thompson, & Snowling, 2025). Aqua symbolises calm, clarity, and visibility - reflecting our belief that every child with dyslexia deserves to be seen, understood, and empowered with the tools to thrive.

 

Why Awareness Matters

For children with dyslexia, school can often feel like an uphill battle, with reading and writing presenting daily challenges. But with the right support, their experience can be different. While all children learn to read through the same cognitive processes, those with dyslexia often need more structured, explicit instruction and additional opportunities to practise these skills effectively. We're committed to making this kind of support accessible to every student learning to read.

Numerous studies, including the influential Clackmannanshire Report and the Department for Education’s independent review, demonstrate that phonics-based approaches yield lasting improvements in reading and spelling for both advantaged and disadvantaged learners (Department for Education, 2009; Johnston & Watson, 2005; Education Scotland, 2023).

The DfE has also signalled its commitment to improving literacy outcomes, especially for students who need extra support:

“Reading is fundamental to education. Proficiency in reading, writing, and spoken language is vital for pupils’ success, as these skills enable effective communication in school, training, and work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching. This is why the government is committed to continuing to raise standards of literacy for all.”

(Department for Education, The Reading Framework, July 2023)

 

How Families Can Support

While schools support children with dyslexia through structured teaching and personalised learning plans, families can also help by reinforcing these efforts at home. Caregivers can strengthen the work being done at school by maintaining consistent routines, using educational games to practise skills, offering positive encouragement, and working closely with teachers to ensure a joined-up approach (Driver Youth Trust, 2021).

 

Lighting the Path with Evidence-Based Tools

At ILT Education, we believe education should be designed to fit every child. That’s why we offer inclusive learning tools such as narrated textbooks, structured phonics programmes, and multilingual books - supporting learners at school, at home, and online. Our mission is to help create learning environments where every child, regardless of background or need, can succeed.

We’re also proud to offer Nessy across the UK. Nessy’s engaging, game-based programs are grounded in the principles of structured literacy, based on robust reading research. They explicitly teach foundational skills that benefit all students - but are especially vital for learners with dyslexia. Schools consistently praise how well Nessy integrates into real classroom settings, while teachers value the platform's supportiveness and its ability to engage students. Students can also use the programs at home, helping to reinforce learning and strengthen the connection between school and home.
(Find out more at Nessy.com)

 

Lighting Up in Aqua, Together

Lighting Up in Aqua isn’t just a campaign; it’s a call to action: literacy should be accessible to every child, including those with dyslexia. At ILT Education, we stand with schools, families, and communities to create classrooms where all children can build strong reading and writing skills. This week, as the world turns aqua, join us in committing to early support, effective teaching, and equity in learning - because every child deserves the chance to thrive.

References

• Carroll, J. M., Holden, J. E., Kirby, J. R., Thompson, L., & Snowling, M. J. (2025). Toward a consensus on dyslexia: Findings from a Delphi study. Journal of Child Psychology and Psychiatry, 66(2), 123-135. https://doi.org/10.1111/jcpp.14123

• Department for Education (2006). Independent review of the teaching of early reading: Final report (Rose Review). Nottingham: DfE Publications.

• Driver Youth Trust (2021) Supporting children with dyslexia at home. London: Driver Youth Trust. Available at: https://driveryouthtrust.com (Accessed: 1 October 2025).

• Education Endowment Foundation (2022) Phonics: Improving literacy in key stage 1. London: EEF.

• Johnston, R.S. and Watson, J.E. (2005) A seven year study of the effects of synthetic phonics teaching on reading and spelling attainment. Edinburgh: Scottish Executive Education Department.

• Department for Education (2023) The reading framework: Teaching the foundations of literacy. London: DfE.

• ILT Education (2023) Annual impact report 2023. Stockholm: ILT Education.

• ILT Education (2024) Impact report 2024. Stockholm: ILT Education.

• Nessy (2024) Research and evidence. Bristol: Nessy. Available at: https://www.nessy.com (Accessed: 1 October 2025).