Summary
Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a lifelong neurodevelopmental condition that affects movement, coordination and the planning and organisation of physical actions. It can affect people in different ways and to different degrees. Dyspraxia is not caused by being lazy, careless or unintelligent, and difficulties are not simply a matter of someone not trying hard enough. A person with dyspraxia may have significant strengths in other areas while experiencing difficulties with particular physical, organisational or everyday tasks.
Dyspraxia can affect gross motor skills, such as running, jumping, balancing, climbing stairs or participating in sports, as well as fine motor skills, such as handwriting, using scissors, fastening buttons, tying shoelaces or handling small objects. Someone may appear physically awkward or clumsy, frequently bump into things, drop objects or find it difficult to learn new physical movements. However, not everyone with dyspraxia experiences obvious coordination difficulties, and the way it presents can change depending on the task and environment.
Dyspraxia can also affect motor planning, meaning the process of working out how to carry out a physical action. Someone may know what they want to do but find it difficult to work out the sequence of movements needed to do it. New or unfamiliar physical activities can therefore require considerably more practice. Tasks that involve several steps, precise movements or coordinating different parts of the body at the same time may be particularly challenging.
Although dyspraxia is often associated with physical coordination, it can also affect aspects of everyday organisation and information processing. Some people experience difficulties with planning, sequencing, time management, remembering instructions, organising belongings or completing tasks with several steps. These difficulties can make school, university, work and everyday routines more demanding. Not everyone with dyspraxia experiences all of these difficulties.
Handwriting can be particularly difficult for some people with dyspraxia. Writing may be slow, tiring or uncomfortable, and handwriting may become less legible when someone is under time pressure. Using a keyboard, speech-to-text software or other assistive technology may make written tasks easier. Difficulties with handwriting do not necessarily reflect someone’s understanding or ability to communicate ideas.
Dyspraxia can affect everyday activities such as cooking, cleaning, dressing, using public transport, driving, shopping or managing equipment. Someone may need more time to complete tasks that involve coordination, sequencing or organisation. They may develop their own strategies to manage these difficulties, meaning that the amount of effort involved is not always obvious to other people.
Dyspraxia can also affect confidence and emotional wellbeing. Repeated experiences of dropping things, making mistakes, struggling with physical activities or being criticised for appearing clumsy can lead to embarrassment, frustration, anxiety or low self-esteem. Children and young people may feel different from their peers, particularly when they struggle with sports, handwriting or classroom activities. Adults may experience similar difficulties in work or social situations and may worry about other people noticing their coordination difficulties.
Dyspraxia does not mean that someone is unintelligent or incapable. A person can have dyspraxia and have strong abilities in areas such as creativity, problem-solving, verbal communication, empathy, reasoning or particular academic or practical skills. Difficulties with coordination or organisation should not be used as a measure of someone’s overall ability.
Dyspraxia can occur alongside other neurodevelopmental conditions and specific learning difficulties, including ADHD, autism, dyslexia and dyscalculia. Having dyspraxia does not mean that someone will have another condition, and individual difficulties should be understood rather than automatically attributed to dyspraxia.
There is no single way that dyspraxia looks. One person may mainly experience difficulties with coordination and movement, while another may have greater difficulties with handwriting, planning, organisation or everyday activities. Some people develop effective strategies that allow them to manage very well, while others may need ongoing adjustments and practical support.
Dyspraxia is lifelong, but its impact can change significantly with appropriate support, strategies and reasonable adjustments. Occupational therapy, physiotherapy, educational support, assistive technology and practical adaptations can help people manage specific difficulties. The aim is not to make someone function in the same way as everyone else, but to reduce unnecessary barriers and help them participate as independently and confidently as possible.
How to help myself
Learning more about dyspraxia can help you understand your own strengths and difficulties and identify strategies that make everyday tasks easier. Dyspraxia affects people differently, so try to focus on the specific situations that you find difficult rather than comparing yourself with other people. You may find that certain physical activities are difficult while others are manageable, or that you struggle more with planning and organisation than with movement. Understanding your own pattern can help you work out what support and adjustments are most useful.
Give yourself additional time for tasks that require coordination, precision or several steps. Rushing can increase mistakes, particularly when you are learning a new movement or trying to coordinate several things at once. Where possible, allow extra time for getting ready, travelling, cooking, completing paperwork or preparing for activities so that you do not have to rely on speed.
Break complicated activities into smaller steps. If you are learning something new, concentrate on one part of the movement or task at a time before putting everything together. Written instructions, diagrams, demonstrations and videos can be helpful when learning physical or practical activities. You may need to practise a movement repeatedly before it becomes more automatic, and this does not mean that you are incapable of learning it.
Use practical tools and adaptations that reduce unnecessary difficulties. This might include pens or pencils that are easier to grip, non-slip mats, adapted kitchen equipment, easy-fastening clothing, ergonomic keyboards, voice-to-text software, digital calendars, reminders or organisational apps. If something makes a task safer or easier, there is no need to avoid using it simply because someone else does not need it.
For handwriting, consider whether typing or assistive technology would be easier for longer tasks. If handwriting is important, experiment with different pens, writing positions, paper layouts or grips and allow yourself additional time. If your hand becomes painful or very tired when writing, speak to an appropriate professional rather than simply pushing through the discomfort.
For organisation, use external reminders rather than relying entirely on memory. Calendars, alarms, checklists, labelled storage, visual schedules and task-management apps can help you keep track of appointments, belongings and responsibilities. Keeping important items in the same place can also reduce the amount of time spent looking for them.
If you regularly struggle with time management, try breaking activities into smaller time periods rather than relying on your sense of how long something will take. Set reminders before you need to leave rather than only at the time you need to leave, and build extra time into your plans for tasks that are difficult or unpredictable.
When learning a new physical skill, focus on progress rather than expecting yourself to be immediately coordinated. It can help to practise in a quiet environment where you feel comfortable making mistakes. If verbal instructions are difficult to follow while you are moving, ask someone to demonstrate the activity or provide written or visual instructions.
Take care with activities where coordination difficulties could create a safety risk. If you are using machinery, cooking with sharp objects, cycling, driving or carrying out another activity that requires physical coordination, make sure you understand the safety procedures and use appropriate equipment. If a particular activity feels unsafe, seek advice rather than trying to force yourself through it.
Look after your energy levels. Coordinating movements, concentrating on physical tasks and constantly checking what you are doing can be tiring. If you notice that your coordination becomes worse when you are tired or overwhelmed, try to plan demanding activities when you have more energy and allow yourself breaks between tasks.
If you experience anxiety or low confidence because of your dyspraxia, remember that struggling with coordination does not mean that you are incapable. Repeated experiences of being corrected, dropping things or feeling different from other people can affect how you see yourself. Try to describe the difficulty accurately rather than turning it into a judgement about yourself. For example, I need longer to learn new physical tasks is more useful than I’m useless at everything.
If you are studying, speak to your school, college or university about learning support and reasonable adjustments. Depending on your needs, this could include additional time, use of a computer, assistive technology, alternative ways of completing practical or written tasks, access to course materials in advance or support with organisation.
If you are working, consider whether reasonable adjustments could make your role more accessible. Depending on your job, this might include additional time, written instructions, assistive technology, changes to your workspace, organisational support or adjustments to tasks that require particular physical coordination. An employer or occupational health service may be able to help identify appropriate adjustments.
If dyspraxia is affecting everyday activities significantly, consider speaking to an occupational therapist or another appropriate professional. They can help identify practical strategies and adaptations that fit your individual needs. Physiotherapy may also be useful when specific physical or movement difficulties are affecting your functioning.
Do not be afraid to explain what helps you. You might need to tell someone that you process instructions better when they are written down, that you need more time to complete a physical task or that you find demonstrations easier than verbal explanations. Asking for an adjustment is not asking for an unfair advantage; it is about making an activity accessible.
Finally, recognise your strengths as well as your difficulties. Dyspraxia does not define your abilities or determine what you can achieve. The aim is not to eliminate every difficulty, but to find practical ways of doing things that reduce frustration, improve safety and allow you to participate as independently as possible.
How to help a loved one
If someone you care about has dyspraxia, try to understand that difficulties with coordination, movement, organisation or everyday tasks are not a sign that they are lazy, careless or not trying hard enough. Tasks that appear simple to you may require considerably more concentration and effort for them. Comments such as just be more careful, watch what you’re doing or you need to try harder are unlikely to be helpful and may increase frustration or embarrassment.
Ask the person what they find difficult and what support they would find useful. Dyspraxia affects people differently, so do not assume that one person’s experience will be the same as another’s. Someone may mainly struggle with physical coordination, while another person may find planning, organisation, handwriting or following several instructions more difficult. Allowing them to explain their own experience can help you provide support without making assumptions.
Be patient when the person is completing a physical or practical task. Avoid rushing them or taking over immediately when something takes longer than expected. Give them enough time to work through the task themselves, particularly if they are learning a new skill. If they ask for help, break the task into manageable steps or demonstrate what you mean rather than repeatedly telling them to be careful.
Give instructions in a clear and accessible way. If several instructions need to be followed, consider giving them one step at a time or writing them down. Demonstrations, diagrams and videos can sometimes be easier to follow than verbal explanations alone. Check whether the person would prefer instructions to be spoken, written or demonstrated rather than assuming one method will work best.
Encourage the use of practical tools and adaptations. Adapted kitchen equipment, non-slip mats, easy-fastening clothing, ergonomic pens, keyboards, voice-to-text software, digital calendars, reminders and organisational apps can all make everyday tasks easier. These are not signs that someone is incapable; they can increase independence by reducing unnecessary barriers.
For children and young people, work with their school or college where appropriate. Teachers, Special Educational Needs Coordinators (SENCOs), occupational therapists and other professionals may be able to identify reasonable adjustments and strategies. Avoid embarrassing a child in front of other people because they are struggling with handwriting, sports or practical activities. Support should focus on helping them participate and develop confidence rather than making them feel different or incapable.
For adults, encourage appropriate support at work or in education if dyspraxia is affecting their ability to manage particular tasks. Reasonable adjustments might include written instructions, additional time, assistive technology, changes to the workspace or alternative ways of completing certain tasks. Offer to help them explore available support if they want this, but allow them to remain in control of decisions about their needs.
Be aware of the emotional impact of repeated difficulties. Someone who frequently drops things, bumps into objects, struggles with sports or finds everyday tasks tiring may become frustrated or self-conscious. They may worry that other people see them as clumsy or incompetent. Listen if they want to talk about these experiences and avoid minimising them by saying that it is not a big deal.
Try not to compare the person with siblings, friends, classmates or colleagues. Statements such as everyone else can do this can make a specific difficulty feel like a personal failure. Instead, recognise that people have different strengths and may need different amounts of time or different approaches to complete the same activity.
Focus on the person’s strengths as well as their difficulties. Dyspraxia does not determine someone’s intelligence, potential or overall ability. Someone may have strong communication skills, creativity, reasoning, problem-solving abilities or other talents. Make sure conversations about dyspraxia do not become focused entirely on what the person finds difficult.
If the person becomes frustrated or overwhelmed, encourage them to take a break where possible. Physical and organisational tasks can become more difficult when someone is tired or under pressure. Giving them time to reset can be more helpful than continuing to push through the task. At the same time, avoid doing everything for them, as too much help can unintentionally reduce independence and confidence.
Take safety seriously when appropriate. If coordination difficulties are affecting activities such as cooking, cycling, driving, using machinery or moving around unfamiliar environments, discuss practical ways of making these activities safer. The aim is not to prevent the person from doing things, but to identify reasonable precautions and adaptations that allow them to participate safely.
Respect their independence and privacy. Ask before helping with personal tasks and avoid discussing their dyspraxia with other people without their permission unless there is a clear safeguarding or support reason. Even when you have good intentions, taking control of tasks that the person can manage themselves may make them feel less capable.
If dyspraxia is contributing to anxiety, low confidence or low mood, encourage the person to seek appropriate support. A GP, counsellor or mental health professional may be helpful when the emotional impact is significant. Psychological therapy does not treat dyspraxia itself, but it can help someone manage the emotional effects of repeated frustration, criticism or feeling different.
Finally, remember that supporting someone does not mean solving every problem for them. Ask what they need, listen to their preferences, provide practical help when requested and allow them to develop their own strategies. Sometimes the most helpful thing you can do is create an environment where they can take their time, make mistakes without being judged and use whatever tools help them participate independently.
Myth Buster
Myth: Dyspraxia just means someone is clumsy.
Truth: Clumsiness or coordination difficulties can be part of dyspraxia, but it can also affect motor planning, fine motor skills, handwriting, organisation, sequencing and everyday activities.
Myth: Dyspraxia means someone is unfit or physically weak.
Truth: Dyspraxia is primarily related to coordination and motor planning rather than simply physical strength or fitness. Someone with dyspraxia may be physically strong while finding particular movements difficult to coordinate.
Myth: People with dyspraxia are lazy.
Truth: Dyspraxia can make everyday physical and organisational tasks require considerably more effort. Taking longer to complete something does not mean someone is lazy or unwilling to try.
Myth: Someone with dyspraxia will struggle with every physical activity.
Truth: Dyspraxia affects people differently. Someone may find certain activities difficult while being comfortable or skilled in others. Familiarity, practice, environment and the type of movement involved can all make a difference.
Myth: Dyspraxia only affects movement.
Truth: Dyspraxia can also affect motor planning, handwriting, sequencing, organisation, time management and completing tasks involving several steps. However, not everyone with dyspraxia experiences all of these difficulties.
Myth: People with dyspraxia should just slow down and be more careful.
Truth: Slowing down may sometimes help, but dyspraxia is not simply caused by rushing or not paying attention. Appropriate strategies, adaptations and support may be needed for particular tasks.
Myth: You can always tell when someone has dyspraxia.
Truth: Dyspraxia is not always obvious. Some people develop effective strategies or consciously concentrate on their movements, meaning that the amount of effort involved may not be visible to other people.
Myth: Dyspraxia is an excuse for making mistakes.
Truth: Dyspraxia can make particular physical, organisational or practical tasks more difficult. Recognising this is not making excuses; it is understanding the difficulty and identifying ways to make activities more accessible.
Myth: People with dyspraxia should avoid activities they find difficult.
Truth: Support should focus on making activities safer and more accessible rather than automatically avoiding them. With appropriate strategies, adaptations and practice, people with dyspraxia can participate in a wide range of activities.
Support
If you think you or someone you care about may have dyspraxia, speaking to an appropriate professional can help you understand the difficulties and identify what support may be useful. For children and young people, this may include a GP, teacher, Special Educational Needs Coordinator (SENCO), paediatrician, occupational therapist or other appropriate professional. For adults, support may be available through a GP, employer, occupational health service, education provider or specialist assessment service.
An assessment can help identify the person’s particular strengths and difficulties rather than assuming that every difficulty is caused by dyspraxia. This can be especially useful when coordination difficulties are affecting education, employment, relationships or everyday activities. There is no single test that describes everyone’s experience, so assessment may consider development, movement, coordination and how difficulties affect daily life.
If dyspraxia is affecting education, speak to the school, college or university about learning support and reasonable adjustments. Depending on the person’s needs, this could include additional time, use of a computer, assistive technology, alternative ways of completing written or practical tasks, support with organisation, written instructions or access to learning materials in advance. A SENCO or disability support service may be able to help identify appropriate adjustments.
If you are working, consider whether reasonable adjustments could make your role more accessible. Depending on the job, these might include written rather than verbal instructions, additional time for particular tasks, changes to the physical workspace, assistive technology, organisational support or alternative ways of completing tasks that require particular coordination. An employer or occupational health service may be able to help identify appropriate adjustments.
Occupational therapy can be particularly useful when dyspraxia is affecting everyday activities. An occupational therapist can help identify practical difficulties and develop strategies or adaptations for tasks such as dressing, cooking, handwriting, using equipment, organising belongings or managing routines. They may also recommend equipment or environmental changes that make activities safer and easier.
Physiotherapy may be helpful when specific movement, balance, posture or physical coordination difficulties are affecting everyday functioning. A physiotherapist can work with someone to develop appropriate movement strategies and exercises based on their individual needs. The aim is to support participation and function rather than expecting someone to eliminate every difference in how they move.
Assistive technology can also provide useful support. Digital calendars, reminders, organisational apps, voice-to-text software, typing rather than handwriting and other accessibility tools can reduce the amount of physical or organisational effort required. These tools can be particularly useful in education and employment.
If dyspraxia is affecting confidence, anxiety or emotional wellbeing, additional support may be helpful. Repeated experiences of struggling with coordination, being criticised or feeling different from other people can contribute to low self-esteem, frustration or anxiety. A GP, counsellor or mental health professional can provide support with these emotional difficulties. Psychological therapy does not treat dyspraxia itself, but it can help someone manage its emotional impact.
For parents and carers, working collaboratively with education and healthcare professionals can help ensure that support is consistent. It can be useful to focus on what the child finds difficult, what strategies work and what adjustments allow them to participate successfully. Encouraging strengths and independence is just as important as supporting areas of difficulty.
Therapy interventions
Therapy is not required simply because someone has dyspraxia, and there is no psychological therapy that removes the condition. Occupational therapy and physiotherapy are generally more directly relevant to the physical and practical difficulties associated with dyspraxia, while psychological therapies may be helpful when the condition has contributed to anxiety, low self-esteem, distress or avoidance.
- Occupational Therapy (OT) – Occupational therapists can help people develop practical strategies for managing everyday activities affected by coordination, motor planning, handwriting or organisational difficulties. This may include adapting tasks, recommending equipment, developing routines and finding ways to make activities safer and more manageable.
- Physiotherapy – Physiotherapy can support difficulties with movement, balance, posture, coordination and physical functioning. A physiotherapist can help develop appropriate movement strategies and exercises based on the person’s individual needs and goals.
- Cognitive Behavioural Therapy (CBT) – CBT does not treat dyspraxia itself, but it can help with anxiety, low self-esteem, frustration or avoidance that may develop because of repeated difficulties or negative experiences. It can help someone identify unhelpful beliefs about their abilities and develop more balanced ways of responding.
- Acceptance and Commitment Therapy (ACT) – ACT can help someone manage difficult thoughts and feelings about dyspraxia while continuing to engage in activities that are meaningful to them. It may be useful when someone has become highly self-critical or is avoiding situations because they are worried about making mistakes.
- Counselling – Counselling can provide a space to explore frustration, embarrassment, anxiety, low confidence or difficult experiences related to dyspraxia. This may be particularly helpful for someone who has experienced repeated criticism, bullying or feeling different from other people.
- Psychoeducation – Psychoeducation involves learning more about dyspraxia, how it can affect movement and everyday functioning, and which strategies or adjustments may be helpful. Understanding the condition can reduce self-blame and help someone communicate their support needs.
- Educational and Specialist Learning Support – Specialist educational support can help children and young people manage difficulties with handwriting, organisation, practical activities and other aspects of learning. Support may include adjustments, assistive technology and alternative ways of completing tasks.
- Family or Systemic Therapy – Family or systemic approaches may be useful when dyspraxia is contributing to conflict, misunderstanding or stress within a family. The focus can be on improving communication and helping family members understand the person’s difficulties while supporting independence.
Helplines
Dyspraxia Foundation
The Dyspraxia Foundation is a UK charity providing information, advice and support for people with dyspraxia/Developmental Coordination Disorder (DCD), as well as parents, carers and professionals. It provides information about dyspraxia, education, employment, everyday life and accessing appropriate support, and also supports local groups and communities.
Phone: 01462 454986
Email: info@dyspraxiafoundation.org.uk
Website: www.dyspraxiafoundation.org.uk
British Dyslexia Association
The British Dyslexia Association (BDA) provides information, support and signposting for people with dyslexia, dyscalculia and other areas of neurodiversity, as well as parents, carers, education professionals and employers. Its helpline can provide information about assessment, education, employment, accessibility, reasonable adjustments and everyday life.
Phone: 0333 405 4567
Opening times: Tuesday 10 am–1 pm, Wednesday 1 pm–3 pm, Thursday 1 pm–3 pm
Email: helpline@bdadyslexia.org.uk
Website: www.bdadyslexia.org.uk
NHS 111 (Option 2)
NHS 111 is an NHS service providing urgent medical and mental health advice and support. It can help with mental health concerns, emotional distress, anxiety, low mood, suicidal thoughts and other urgent health problems.
Phone: For mental health support, call 111 and select the mental health option (option 2).
Opening times: Available 24 hours a day, 7 days a week.
Samaritans
Samaritans is a charity providing emotional support to anyone who is struggling to cope or needs someone to talk to. They are there for people experiencing all sorts of difficulties, including stress, anxiety, loneliness, relationship or family problems, bereavement, feeling overwhelmed and concerns about mental health or suicide.
Phone: 116 123
Opening times: 24 hours a day, 7 days a week, 365 days a year
Website: www.samaritans.org
Shout
Shout is a free, confidential text messaging service that provides support to anyone who is struggling to cope. It can help with a wide range of issues, including stress, anxiety, low mood, loneliness, relationship difficulties, bullying, self-harm, suicidal thoughts, feeling overwhelmed and other mental health challenges.
Text: SHOUT to 85258
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
Website: http://www.giveusashout.org
Mind
Mind is a mental health charity providing information, advice and support for people experiencing mental health difficulties. They cover a wide range of mental health and wellbeing issues, including anxiety, depression, stress, relationships, loneliness, coping with difficult experiences and managing everyday life. Mind provides information to help people understand what they are experiencing, know their rights, find appropriate support and feel less alone.
Phone: 0300 123 3393
Opening times: 9am–6pm, Monday to Friday (excluding bank holidays)
Email: info@mind.org.uk
Website: www.mind.org.uk
YoungMinds
YoungMinds is a national charity supporting the mental health and wellbeing of children and young people. They provide information, advice and support for parents and carers who are concerned about a young person’s mental health, and help people understand mental health difficulties, find appropriate support and access useful resources. Their Parents Helpline can provide information, advice, emotional support and signposting to other services.
Parent helpline: 0808 802 5544 (9:30 am – 4 pm on Mondays, Thursdays and Fridays, and from 9:30 am – 6 pm on Tuesdays and Wednesdays)
Email: parents@youngminds.org.uk
Webchat: https://www.youngminds.org.uk/parent/parents-helpline/
Childline
Childline is a free service for young people to talk to a counsellor about anything. The service is available 24 hours a day, 7 days a week. Childline is available to anybody who is 18 years old or younger.
Phone: 0800 1111
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
You can also find helpful resources, speak to a counsellor online or send a message on their site.
Website: www.childline.org.uk
For adults concerned about a child, the NSPCC can be contacted
NSPCC
NSPCC is a children’s charity that works to protect children and prevent abuse and neglect. They provide support and advice for adults about child abuse, neglect, child safety, online safety and children’s mental and emotional wellbeing.
Phone: 0808 800 5000
Opening times: 10 am–4 pm, Monday–Friday
Email: help@nspcc.org.uk
Email opening times: 11 am–4 pm, 7 days a week
Website: www.nspcc.org.uk
CALM (Campaign Against Living Miserably)
CALM (Campaign Against Living Miserably) is a charity providing support for people who are struggling with their mental health or experiencing emotional distress. They support people with issues including low mood, anxiety, loneliness, stress, suicidal thoughts and difficult life experiences.
Phone: 0800 58 58 58
Opening times: 5pm–midnight, every day
Webchat: 5pm–midnight, every day
WhatsApp: Available through the CALM website
Website: www.thecalmzone.net
