In educational settings where academic achievement is often conflated with self-worth, individuals with dyslexia commonly encounter systems that fail to recognise both their specific needs and untapped potential. This lack of understanding can contribute to ongoing emotional difficulties, such as anxiety, shame, and internalised stigma. Compassion-Focused Therapy (CFT), developed by Paul Gilbert (2010), offers a robust therapeutic framework for addressing these emotional challenges by fostering self-compassion, emotional regulation, and resilience. While CFT has traditionally been applied in contexts of trauma and chronic self-criticism, its principles and interventions provide a valuable approach for supporting dyslexic individuals, particularly by targeting the emotional ramifications associated with the condition. This chapter examines the emerging intersection of Compassion-Focused Therapy (CFT) and dyslexia, with a focus on its cross-cultural relevance. It explores how CFT can be adapted to diverse educational and cultural contexts, highlighting both the barriers and opportunities for its implementation across Western and Eastern societies. The discussion includes the roles of educators, school systems, and societal values in shaping the ways dyslexia and emotional well-being are addressed. Additionally, the chapter advocates for a culturally responsive, compassion-based approach to dyslexia intervention, one that moves beyond deficit-oriented models and promotes the creation of inclusive, psychologically supportive learning environments.