From dyslexia diagnosis to Doctorate: New Territory teacher empowers students through mentoring

A childhood marked by undiagnosed dyslexia and learning struggles in Nigeria has inspired a new local teacher and recent Charles Darwin University (CDU) PhD graduate to dedicate his life to building inclusive, mentoring-rich classrooms in the Northern Territory (NT).

Diagnosed with dyslexia at 13, Dr Michael Ayodeji Ifarajimi said the discovery transformed his academic life, sparking a lifelong passion for education.

“I saw how much of a difference the right support made for me, and I knew I wanted to be that person for others,” he said.

With more than 15 years teaching experience in Nigeria, Dr Ifarajimi moved to Australia in 2022 to pursue doctoral research at CDU’s Faculty of Arts and Society, exploring mentoring practices in public schools.

He recently started teaching at Taminmin College in Humpty Doo, with his PhD now directly informing his classroom practice.

"Nigeria is divided into six geopolitical zones with over 250 ethnic tribes so when you compare it to Australia, specifically the Northern Territory, we share a lot in common. The NT feels like home," he said. 

“At Taminmin, I’m using what I learned in my research to create inclusive learning environments and mentor students in a way that draws from their own identities, strengths and cultures.”

Currently teaching Year 10 students in the ‘Exploring Identity and Futures’ ​subject, Dr Ifarajimi said he’s already seeing the impact.

“When I first asked students about their future careers, most said they didn’t know. Now, almost all of them can tell you what they want to be - and how they plan to get there,” he said.

Drawn to CDU for its research strengths and alignment with his educational philosophy, Dr Ifarajimi credits his CDU mentors and supervisors for their guidance and compassion throughout his PhD journey, which he completed while raising a young family.

He said he hopes to continue supporting NT students and educators by sharing his mentoring framework more widely.

“I want to contribute to a system where no student is left behind - and where teachers also feel supported to grow and lead,” he said.