Helping all children become happy learners
Supporting Dyspraxia
Introduction
Dyspraxia, also known as Developmental Coordination Disorder (DCD), can affect a child's coordination and their ability to plan, learn and carry out movements. Everyday activities such as handwriting, using equipment, getting changed, organising belongings or taking part in physical activities may therefore require more effort.
The impact varies considerably between children. Some may experience difficulties mainly with movement and coordination, while others may also find aspects of organisation, attention or learning challenging.
Support is most useful when it responds to the particular barriers a child is experiencing rather than assuming that all children with dyspraxia need the same strategies.
Supporting Dyspraxia in the Classroom
The difficulties associated with dyspraxia can make some everyday classroom activities require considerably more effort. Support should respond to the particular barriers a child is experiencing rather than being applied simply because they have a diagnosis.
Seating and positioning
Consider whether the child's seating and workspace make activities such as writing, drawing and using equipment easier or more difficult. A suitable chair and table, adequate space and a comfortable, stable working position can all help.
Some children find equipment such as a sloping writing surface useful. Others may need more space to organise books, papers and equipment. What matters is whether an adjustment makes the activity easier for the individual child.
Reducing unnecessary handwriting
Handwriting can require considerable concentration and physical effort for some children with dyspraxia. Where handwriting is not the skill being taught or assessed, consider whether the amount required can be reduced.
Depending on the activity, alternatives might include typing, providing some information in printed form, using writing frames or allowing another appropriate way of recording learning.
Reducing the physical demands of recording does not mean reducing expectations of what a child can understand or learn.
Breaking down tasks
Activities involving several stages can place additional demands on planning, organisation and memory. Breaking an activity into manageable steps can make it easier to begin and complete.
Task boards, checklists, visual prompts or other reminders can be useful where appropriate. Some children may also find it helpful to receive instructions in smaller amounts rather than several instructions at once.
Organisation
Difficulties with coordination and planning can also affect practical organisation. A child may take longer to get equipment ready, move between activities, change for PE or organise their belongings.
Simple adjustments to routines, equipment or the time available can sometimes remove these barriers. The aim should be to provide enough support for the child to participate successfully while allowing them to develop increasing independence where possible.
Confidence and participation
Repeated difficulty with everyday classroom activities can be frustrating, particularly when a child understands what they want to do but finds the physical or organisational demands difficult.
Recognising genuine effort and progress can help, but support should not depend on constant praise or rewards. It is equally important to make activities accessible, recognise the child's strengths and provide opportunities for them to participate and succeed alongside their peers.
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Supporting the Child at Home
Dyspraxia can affect everyday activities as well as schoolwork. Tasks such as getting dressed, fastening buttons or shoelaces, using cutlery, preparing belongings or learning new physical skills may take more time and effort.
Allowing time
Activities involving coordination can become much harder when a child feels rushed. Allowing additional time where possible can reduce frustration and give the child an opportunity to complete tasks independently.
This does not mean that adults should always step in and do things for the child. Sometimes the most useful support is simply providing enough time for them to do it themselves.
Learning practical skills
Some everyday skills may need to be broken into smaller steps and practised more frequently before they become automatic. Demonstrating a task, practising one part at a time or using a visual sequence may help.
Alternative ways of completing a task can also be perfectly acceptable. The aim is usually successful participation and increasing independence rather than insisting that every activity is completed in one particular way.
Organisation
Remembering and organising belongings can be difficult for some children. Consistent places for frequently used items, simple routines, checklists or visual reminders can reduce the amount they need to remember independently.
As skills develop, support can gradually be reduced where appropriate.
Physical activities
Activities involving balance, coordination or learning sequences of movements may be challenging. Children can benefit from opportunities to practise without feeling compared with others or embarrassed by mistakes.
Finding physical activities that a child enjoys can be more valuable than concentrating on activities they find particularly difficult. Success in swimming, cycling, dancing, martial arts or another activity will vary from child to child.
Confidence and independence
It can be tempting to help when a child is struggling with an everyday task, particularly when doing it for them would be much quicker. At other times, insisting that they complete something independently may create unnecessary frustration.
Finding the balance between helping when help is useful and allowing time to develop skills is an important part of supporting a child with dyspraxia.
The child's own views can help determine which activities matter most to them and where they would particularly value greater independence.
Equipment and Adaptations
A wide range of equipment is sometimes suggested for children with dyspraxia, including adapted pens and pencils, pencil grips, sloping writing surfaces, specialist scissors and seating or positioning aids.
Some children find particular equipment helpful; others do not. An adaptation is useful when it makes an activity easier, more comfortable or more accessible for that individual child, rather than simply because it is commonly associated with dyspraxia.
Where difficulties are significant, an occupational therapist or other appropriately qualified professional may be able to advise on equipment, positioning or adaptations for particular activities.
When to Seek Further Support
Many children experience occasional difficulties with coordination or learning new physical skills. Further advice may be useful when difficulties are persistent and are having a significant effect on everyday life, learning, participation or independence.
For a child at school, discussing concerns with their teacher or SENCO can help build a clearer picture of where difficulties occur and what support is already helping.
Depending on the nature of the difficulties, further advice might be sought from professionals such as an occupational therapist, physiotherapist, paediatrician or other appropriately qualified practitioner. Routes to these services vary, so families may need to seek current local information about referral arrangements.
Support does not need to wait for a diagnosis. Where a child is experiencing an identifiable barrier to learning, participation or everyday activities, practical adjustments can be considered in response to that need.
If difficulties change significantly, cause pain, involve a loss of previously acquired skills or raise concerns that extend beyond coordination, appropriate medical advice should be sought.
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Sources
Blank, R., Barnett, A. L., Cairney, J. et al. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242–285.
NHS. Developmental co-ordination disorder (dyspraxia) in children. Accessed: October 2026.
NHS. Developmental co-ordination disorder (dyspraxia) in children — Treatment. Accessed: October 2026.
Royal College of Occupational Therapists. (2021). Quick guide for working with people with developmental coordination disorder. Accessed: October 2026.