I feel I could have arrived at my academic realisation at an earlier age, if my need for a sense of purpose and belonging based on individual worth that every child instinctively craves had been recognised by the adults I encountered at school. It took me a long time to understand that I had talents that could be applied to a constructive course of education that could advance me intellectually and personally. My experience has given me an insight into the creative and educational struggles of the dyslexic child, their potential alienation and the tutorial and pastoral care that is needed to support them and further their creative development. I believe, at best, it is possible to offer a practical example, experiential understanding, and time; the necessary conditions for constructive appreciation and accomplishment. In Maslow’s hierarchy of human needs, the second level, after food, water and air, is safety and comfort. The pupil must sense that they are in a secure place, so that they can flourish and allow for other needs to then be realised – community, esteem and finally self-actualisation.
Royal College of Art, 2010, Visual Communication