What Is Neurodiversity?

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Reading speed and spelling accuracy are not reliable measures of intelligence or leadership ability.

Leadership depends on big-picture thinking, pattern recognition, and decision-making under uncertainty.

Many individuals with dyslexia show strengths in systems thinking, narrative reasoning, and resilience.

In mid-March 2026, President Trump suggested that California Governor Gavin Newsom should be disqualified from presidential consideration because of his dyslexia—a learning difference Newsom has openly discussed for years.

Trump told reporters: “We have a low-IQ person… because Gavin Newscum has admitted that he has learning disabilities… Honestly, I’m all for people with learning disabilities, but not for my president. I don’t want — I think a president should not have learning disabilities.” He added that “everything about him is dumb” and posted on Truth Social calling Newsom a “cognitive mess” who “can’t read” due to dyslexia.

Whether a candidate is qualified for office is for voters to decide. But no candidate should be disqualified merely on the basis of dyslexia.

The assumption underlying that claim—that difficulty with reading or writing signals lower intelligence or diminished leadership ability—is not supported by evidence. Decades of research show little to no correlation between dyslexia and lower general intelligence; dyslexia is a specific difficulty with reading and spelling, not a deficit in overall cognitive ability.Leadership is not about processing written text. It is about processing complex realities: seeing patterns others miss, making decisions under uncertainty, and aligning people around a clear direction.

Many individuals with dyslexia demonstrate strengths in exactly these areas. They often excel at interconnected reasoning (seeing relationships, analogies, and big-picture context), narrative reasoning (integrating experiences into coherent stories and simulations), and dynamic reasoning (mentally simulating scenarios, anticipating outcomes, and recognizing patterns). These capacities arise from the same brain organization that can make reading more effortful. Growing up navigating environments not designed for their learning style frequently builds resilience and resourcefulness as well.These are not peripheral skills. They are central to effective leadership—whether running major corporations, commanding armies, or founding nations.

History offers a useful reminder. George Washington showed many traits consistent with dyslexia: inconsistent spelling that was often phonetic and written language that could be labored. In an 1812 letter to Benjamin Rush, John Adams expressed the view that Washington “was too illiterate, unlearned, and unread” for his station and reputation. Adams recounted sharp criticisms from others, including the claim that Washington “could not write a sentence of grammar, nor spell his words,” and noted that some of Washington’s best documents were drafted by aides.What some contemporaries saw as weakness, history records differently. Washington’s strengths lay in spatial and strategic reasoning, grasp of terrain and systems, and disciplined decision-making under uncertainty. Trained as a surveyor, he could hold the broader shape of a campaign or nation-building effort in mind. He led not because he processed words quickly, but because he could see what needed to be done—and do it.

Newsom responded by encouraging people with learning disabilities: “Don’t let anyone—not even the President of the United States—bully you. Dyslexia isn’t a weakness. It’s your strength.”

If dyslexia were disqualifying, it would exclude many capable leaders today and call into question some of the most consequential leadership in history.

The issue is not how easily someone reads. It is whether they can think, decide, and lead.

And those have never been the same thing.

What Is Neurodiversity?

Find a therapist near me

Adams, J. (1812). Letter from John Adams to Benjamin Rush, 22 April 1812. Founders Online, National Archives. https://founders.archives.gov/documents/Adams/99-02-02-5777

Carroll, J. M., Holden, C., Kirby, P., Thompson, P. A., & Snowling, M. J. (2025). Toward a consensus on dyslexia: Findings from a Delphi study. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.14123

Eide, B. L., & Eide, F. F. (2023). The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain (Revised and updated ed.). Plume.

Eide, B. L., & Eide, F. F. (2011). The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. Hudson Street Press.

Von Károlyi, C. (2001). Visual-spatial strength in dyslexia: Rapid discrimination of impossible figures. Journal of Learning Disabilities, 34(4), 380–391.

Attree, E. A., Turner, M. J., & Cowell, N. (2009). A virtual reality test identifies the visuospatial strengths of adolescents with dyslexia. CyberPsychology & Behavior, 12(2), 163–168.

Bacon, A. M. (2010). Dyslexia and reasoning: The importance of visual processes. Cognitive Neuropsychology, 27(3), 244–260. https://doi.org/10.1080/02643294.2010.510130

Cowen, C. D., et al. (in press / 2025). Dyslexia and visuospatial processing strengths: New research sheds light. Haskins Laboratories (under review; behavioral and fMRI evidence of visuospatial advantages in dyslexia).

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