A woman who now coaches thousands of adults on living with dyslexia still turns up to meetings three hours early, or misses them altogether. She runs her own business, and she forgets which day her own doctor’s appointment falls on. For years she read the forgetting as proof that something was broken in her, and the shame did more damage than any missed meeting ever did. Here is what almost nobody told her, and what your child needs to understand long before adulthood: the disorganization is not carelessness. It sits on the same list as the reading, woven into how the brain holds time, sequence, and instructions.
FROM THE VIDEO
Key moments from Aspire to Inspire: All Things Dyslexia with Natalie Brooks:
Common questions from parents
Is disorganization part of dyslexia, or a separate problem?
My child tries hard and still forgets everything. Why?
Should I get my child assessed?
Will my child grow out of being disorganized?
Your child isn't careless. Remembering to do a thing later is its own memory skill, and dyslexia taxes it. The fix isn't a better planner. It's redundancy plus how they learn to recover.
Disorganization Was Always Part of the Picture
Spelling and reading get all the attention. They were only ever a couple of the pillars. Dyslexia draws on a whole set of systems at once. The 2025 International Dyslexia Association definition now names the ones that travel with it most often: working memory, processing speed, and the sequencing of information. Think of the forgotten lunchbox. The homework finished, then left on the kitchen table. The appointment that lived in the wrong slot all week. These are memory-system events, not signs of a child who does not care.
Researchers have traced a specific piece of it. Working memory holds what a child is doing right now. A separate skill, prospective memory, handles remembering to act later: hand it in, turn up, bring the form back. Studies led by John Smith-Spark at London South Bank University tested this. Adults with dyslexia scored measurably lower than peers matched for age and reasoning on prospective memory. The team tied it to executive function and the way the brain tracks time. So your child is not forgetting because the task did not matter. The reminder did not survive the trip from intention to action.
Your child is not forgetting because the task did not matter to them; the reminder did not survive the trip from intention to action.
Laura Lurns · Learning Success expert
Why One Perfect Planner Never Sticks
Most parents answer a disorganized child the way the world tells them to. Find the right planner. The right app. The right wall chart. Natalie Brooks has dyslexia and ADHD, and now coaches thousands of adults. She learned a hard truth. A single system eventually lets you down, because it is only as strong as the one moment it gets skipped. What works better is redundancy. She builds her life on what she calls the assumption of failure: many overlapping catches instead of one perfect one.
For a child, that means moving memory out of their head and into the room around them, with backups:
- A shared family calendar that someone else watches too, not a reminder that lives only in the child’s memory.
- Two cues for anything that matters, a written note and a spoken heads-up, because one alone slips through.
- A launch spot by the door where the bag, the form, and the water bottle live every single night.
Then comes the part that matters most. It is not a tool at all. Good systems still fail sometimes. So the deepest lever is how your child recovers when one does. One child melts into “I forgot again, I am hopeless.” Another is taught to say, calmly, “I missed that one. Here is how I will catch it next time.” The second child takes a far lighter hit. How the miss is handled, not whether it happens, shapes the story the child writes about who they are.
Key takeaways
- Disorganization is wired in: Working memory and processing speed travel with dyslexia, the 2025 IDA definition confirms.
- Forgetting is a memory skill: Prospective memory, remembering to act later, runs weaker in dyslexia, not weaker willpower.
- Recovery beats reminders: How a child handles a missed task shapes confidence more than any planner does.
The Story Your Child Is Writing About Themselves
Natalie has a line she repeats to the adults she coaches. When you talk about yourself as a useless, hopeless mess, you hand other people the stick to beat you with. She watched it happen in her own career. A manager repeated her own self-criticism back to her in a review. The words a child practices about themselves do not stay private. They become the verdict the world echoes back. Identity research points the same way. When a struggle starts to feel like proof of who a child is, the child pulls back before they even try. “I am so disorganized, I am useless” is not a description of where your child stands. It is a prediction, and every calm recovery quietly rewrites it.
This is also why the cheerful talk of dyslexia as a gift lands badly on a hard day. There are real strengths here. Natalie describes a fast, inventive problem-solving mind that finds ten ways out of a scrape in minutes. Many people with dyslexia know that exact feeling. Those strengths are real. They are earned through the struggle, not handed over in place of it. A child needs to hear both at once: this is hard, and you are capable, both true on the same day.
The label is the starting line, not the finish. A diagnosis describes where your child is today. It does not predict where they land after a year of the right kind of practice. The brain keeps changing in response to how it is used. The work now is to protect the thing the school years tend to erode the fastest: your child’s belief that they are worth the patience.
How the miss is handled, not whether it happens, is what shapes the story your child writes about who they are.
Laura Lurns · Learning Success expert
You want your child to grow up sure of themselves, able to walk into a room and offer what they are good at without a running apology trailing behind them. The system they are moving through tends to do the opposite, measuring the reading and the neat handwriting and quietly teaching a bright, capable child that the forgetting means they are the problem. You are the one who gets to interrupt that story. Not the school, not the label, you.
The brain systems behind organization, working memory, and focus respond to training, and that is exactly what the Brain Bloom program builds, step by step at home.
Disorganization rarely travels alone. Most children who struggle with organization and working memory also show signs of attention or focus differences, the same overlap Natalie names when she talks about living with both dyslexia and ADHD. All Access gives you every program in one place, so you build the whole picture instead of chasing one label at a time.
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- You do the answering, the AI does the writing, and a person reviews it before it reaches you
- Access all 40+ courses instantly: reading, math, focus, processing and more, with new ones added regularly
Why we use AI, plainly: it writes from a knowledge base our team maintains and audits. We work through it line by line and pull anything the evidence stops supporting. The roadmap you get on Tuesday reflects what we corrected on Monday, and a human still reads it before you do.
Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
Your answers stay yours. We do not sell your personal information, and we do not hand identifiable assessment data to outside AI companies to train their models.
A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
