How to identify dyspraxia in secondary school students: 10 signs for teachers

This is the sequel to my recent post on how to identify dyspraxia in primary school children.

This guide outlines ten common signs of dyspraxia (also known as Developmental Coordination Disorder or DCD) in secondary school students, helping teachers identify those who may benefit from assessment and support.

I noted in a recent blog why dyspraxia is less understood than autism, ADHD and dyslexia. The increased demands of secondary education can make dyspraxia manifest more obviously in teenagers than in younger children – assuming teachers know what to spot. I therefore hope this blog helps educators catch those dyspraxic kids who slipped through the net during primary school.

1) Finding classrooms when they begin

Starting secondary school is a major milestone. An almighty leap from spending most of your day and time with the same teacher in the same classroom to a tangled world of multiple teachers, multiple classrooms, and multiple buildings.

The orientation demands can be overwhelming for 11-year-old dyspraxics.

I vividly remember having to source a map, photos of each building, and written directions to help ease my daughter’s anxiety as she approached year seven.

If you’ve got a new starter who’s repeatedly getting lost or melting down at the prospect of finding their next classroom, dyspraxia may be the reason why.

2) Do they find geometry more challenging than other Maths topics?

As I explained in my post on dyspraxia and challenges with geometry and visual-spatial tasks, my daughter and I found aspects of geometry, including the use of a protractor and compass, more time-consuming than number, algebra and statistics.

Do you have a teen who works more slowly with shape and space than the other mathematical domains?

3) Avoiding school trips – especially the big ones

School trips present novel visual-spatial challenges, which many dyspraxics will find challenging.

The prospect of longer trips – such as overseas trips or language exchanges – could be particularly anxiety-provoking.

4) Essay writing is slooooooow…

A big one to look out for if you teach English or History. Many dyspraxics have an awkward pen grip, which can slow down their extended writing. Others struggle with legible handwriting, at least when having to write at pace.

A strong indicator is that the quality of what they write seems out of synch with the slow pace with which they write. The teen may have good ideas, a wide vocabulary, and excellent spelling – but take a long time to write their essays.

This is an example of where a diagnosis can be game-changingly helpful: for exams with extended writing, my daughter’s assessor recommended an additional 25% time and the use of a word processor.

5) Challenges in Design & Technology

Whether it’s textiles, plastics or woodwork, this subject can present various challenges to a dyspraxic.

Threading needles, sawing wood, using tools… all tasks that require fiddly motor skills. Look out for any students who are struggling.

6) Anxious about PE and Games

The fine and gross motor skills required for PE and Games can make them extremely difficult for dyspraxic students. The thought of humiliation in front of peers at such a socially intense period of life could leave mental-health scars if not identified quickly and sensitively managed.

The increased complexity of team games on full-size pitches, where visual-spatial awareness of fellow players’ positions is crucial, can make games like football, hockey and rugby daunting for those of us with dyspraxia.

7) Struggling with equipment in Science

Science equipment like microscopes can be fiddly and require the skills that many dyspraxics will struggle with.

A strong indicator would be a student who is getting on fine with scientific theory but makes a mess of the practicals.

8) Work experience worries

Work-experience placements will worry many dyspraxic teens. The novel visual-spatial environment, the organising skills, potentially having to travel somewhere unfamiliar… the combination of these demands may result in anxiety and avoidance.

9) Organising and completing homework

Many dyspraxics find organising themselves difficult.

Going from little homework at primary school to lots at secondary school can be challenging for those whose dyspraxia impairs their executive functioning.

Compounding the issue, many dyspraxics – me included – are shattered by the evenings due to the increased effort of getting through the day. The idea of writing an essay after dinner may be too much.

10) Dance lessons

Many secondary schools now have dance lessons. While this is a great option, imposing it on someone with dyspraxia can feel extremely distressing.

I would have cried sick every time this lesson came around if it had been part of my teenage timetable. My inability to mirror someone else’s movements and my struggles with coordination make me shudder at the thought of it.

Is there a pattern?

One indicator from the list above is unlikely to indicate dyspraxia. That’s why it’s important to check in with your colleagues. If you’ve spotted a dyspraxic trait when a student is in your class, please discuss with other teachers – have they identified any indicators in their lessons?

And finally…

If something doesn’t add up, be curious. Spotting dyspraxia while it’s still relatively early can have a profound impact on a student’s self-esteem, access to education, and academic attainment.

Your intervention may profoundly change that teen’s outcomes.

You can review the diagnostic criteria for dyspraxia (DCD) here. You may also find it helpful to read my guide to signs of dyspraxia in younger children.