Many parents worry that talking about a diagnosis like ADHD or dyslexia will make their child feel "different" or discouraged. In practice, children usually already sense that something feels harder for them than for their friends — a clear, simple explanation is often a relief rather than a blow.
Keep the first conversation short and concrete. Something like "your brain works a little differently when it comes to reading, and that's why we're going to practise it in a special way" gives a child a reason for the extra support without overloading them with clinical detail.
Frame it around strengths as well as challenges. Many children with ADHD are highly creative or full of energy for things they love; many children with dyslexia are strong verbal thinkers or excellent at problem-solving out loud. Naming both sides gives a fuller, more encouraging picture.
Expect more questions later, sometimes months later. Children often process this kind of information slowly, in pieces, as they encounter new situations — a new school year, a harder book, a comment from a classmate. Staying open to revisiting the conversation matters more than getting the first one perfect.
If you're not sure how much detail is appropriate for your child's age, your child's teacher or interventionist can often help you find the right words — they've usually had this conversation, or helped with it, many times before.