In a political climate already saturated with personal attacks, recent comments suggesting that individuals with learning disabilities—specifically dyslexia—should be disqualified from holding the highest office in the United States demand more than a rebuttal. They require a reframing of how we understand intelligence, leadership, and human potential.

Dyslexia, a neurological condition that affects how the brain processes written language, is often misunderstood. It is not a measure of intelligence, capability, or vision. Yet, as many as one in five Americans live with dyslexia—millions of individuals whose talents, perspectives, and leadership abilities are too often overshadowed by outdated stigmas.

The implication that dyslexia should disqualify someone from the presidency, or any position of leadership, is fundamentally at odds with both scientific understanding and historical reality.

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A children’s book illustrator, nominated for a Carnegie Medal, said she had been trying to hide her dyslexia while making her book.

Kate Rolfe, from Framlingham, Suffolk, wrote and illustrated Wiggling Words, a “story about a child lost in a forest of letters”.

The story has been shortlisted for a Carnegie in the illustration category.

Rolfe said she was “thrilled” with the nomination and said the response to the book had given her “the confidence to unmask more of who I am”.

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Active retrieval leads to better learning outcomes than passive study. This perspective, in which we analyze 23,850 publications, reveals an increasing focus on the educational applications of this testing effect but limited attention to subpopulations with learning disabilities. Using dyslexia as a case study, we identify theoretical grounds to question whether testing effects generalize universally, highlighting the need for empirical research. Future research should examine benefits of testing in neurodiverse learners to develop tailored interventions.

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