The Difference Between Group Dyslexia Support Sessions and 1:1 Support

Over recent years, I have had the opportunity to support staff with dyslexia through both group training sessions and individual one-to-one meetings. While both approaches have significant benefits, I have observed important differences in how staff engage, learn and develop confidence in each setting.

The Value of Group Sessions

Group sessions provide a supportive environment where staff can learn alongside colleagues who may be experiencing similar challenges. One of the most powerful aspects of group training is the realisation that they are not alone.

Many participants arrive believing that they are the only person struggling with reading, writing, organisation or information processing. Hearing others share similar experiences often reduces feelings of isolation and can help remove some of the stigma that people may associate with dyslexia.

Group sessions also encourage the sharing of ideas. Participants often exchange practical strategies, discuss what works for them and introduce useful tips that others may not have considered. This peer learning can be just as valuable as the formal content of the session.

In a group environment, staff are often exposed to a wider range of assistive technologies and coping strategies. Seeing colleagues succeed with different approaches encourages experimentation and can increase motivation to try new tools.

The Strengths of 1:1 Support

While group sessions are excellent for awareness and shared learning, one-to-one support offers a level of personalisation that is difficult to achieve in a larger setting.

Every individual with dyslexia has a unique profile of strengths and challenges. During a 1:1 session, there is time to explore specific workplace tasks, identify barriers and tailor solutions to the individual’s role and responsibilities.

Many staff feel more comfortable discussing their concerns privately. In a confidential setting they are often more willing to talk openly about difficulties they may not wish to share in front of colleagues. This can lead to a deeper understanding of the challenges they face and allow more targeted support.

One-to-one sessions also provide opportunities for hands-on practice. Whether introducing assistive software, adjusting working methods or developing organisational strategies, support can be delivered at the pace most suitable for the individual.

Confidence and Engagement

One difference I have consistently observed is the way confidence develops in each setting.

In group sessions, confidence often grows through shared experiences and peer support. Participants realise that their challenges are common and that successful professionals can and do thrive with dyslexia.

In contrast, confidence developed through 1:1 support tends to come from personalised achievements. When an individual discovers a strategy that directly improves their own work, the impact can be immediate and meaningful. Small successes often lead to greater independence and willingness to explore further adjustments.

Combining Both Approaches

In my experience, the most effective support often combines group learning with individual follow-up sessions.

Group sessions create awareness, normalise discussion around dyslexia and introduce a range of tools and strategies. Individual sessions then provide the opportunity to personalise those strategies and address specific workplace needs.

Together, these approaches create a comprehensive support experience that not only improves workplace performance but also empowers staff to better understand their strengths and advocate for the adjustments that help them succeed.

Conclusion

Both group and one-to-one dyslexia support sessions have distinct advantages. Group sessions foster connection, shared learning and a sense of belonging, while individual sessions allow tailored interventions and deeper exploration of personal challenges. By recognising the unique value of each approach, organisations can create a more inclusive workplace where staff with dyslexia feel supported, understood and able to perform at their best.

Emma Mullen, Library Assistant, South Tees James Cook University Hospital

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