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Dyslexia Support Crisis: Why Early Diagnosis and a National Strategy are Essential
There remains an urgent need for improved support for dyslexic pupils across the UK. Dyslexia is a common neurological difference affecting about one in ten people, yet four in five dyslexic children leave school without formal identification. The debate highlights severe inequalities, noting that the cost of diagnosis (around £600) means diagnosis often depends on parental income, leading to a postcode lottery. Without support, students suffer from low self-esteem, poor educational attainment, and mental health issues. Crucial calls for action include establishing a National Dyslexia Strategy, universal screening, comprehensive teacher training, and reforming exams to measure knowledge rather than just written ability.
Key Takeaways
- Dyslexia is a neurological difference, not a flaw, and often brings strengths in areas like creativity, problem-solving, and resilience.
- The majority of dyslexic children (80%) leave school without a formal diagnosis, despite the condition affecting over a million students in the UK.
- There is significant financial inequality in diagnosis: 90% of dyslexic children in high-income households are diagnosed compared with only 43% in lower-income households.
- Lack of early support impacts life outcomes, with dyslexic pupils achieving lower grades in English and Maths, and potentially suffering mental health distress.
- Young people with dyslexia are statistically over-represented in the criminal justice system, suggesting that failure in education and subsequent social exclusion heightens vulnerability.
- Proponents are demanding universal screening for primary-aged children, statutory teacher training on neurodiversity, and standard access to assistive technologies.
Discussion: Given that timed exams testing written ability often punish dyslexic students, how might educational institutions shift their assessment methods to measure a student’s true understanding and celebrated strengths, such as problem-solving or creativity, instead of relying on memory recall and spelling accuracy?
Source: Support for Dyslexic Pupils
Volume 775: debated on Tuesday 11 November 2025
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No outside chatter: source material only taken from Hansard and the Parliament UK website.
Contains Parliamentary information repurposed under the Open Parliament Licence v3.0...
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By The Bench Report UKThere remains an urgent need for improved support for dyslexic pupils across the UK. Dyslexia is a common neurological difference affecting about one in ten people, yet four in five dyslexic children leave school without formal identification. The debate highlights severe inequalities, noting that the cost of diagnosis (around £600) means diagnosis often depends on parental income, leading to a postcode lottery. Without support, students suffer from low self-esteem, poor educational attainment, and mental health issues. Crucial calls for action include establishing a National Dyslexia Strategy, universal screening, comprehensive teacher training, and reforming exams to measure knowledge rather than just written ability.
Key Takeaways
- Dyslexia is a neurological difference, not a flaw, and often brings strengths in areas like creativity, problem-solving, and resilience.
- The majority of dyslexic children (80%) leave school without a formal diagnosis, despite the condition affecting over a million students in the UK.
- There is significant financial inequality in diagnosis: 90% of dyslexic children in high-income households are diagnosed compared with only 43% in lower-income households.
- Lack of early support impacts life outcomes, with dyslexic pupils achieving lower grades in English and Maths, and potentially suffering mental health distress.
- Young people with dyslexia are statistically over-represented in the criminal justice system, suggesting that failure in education and subsequent social exclusion heightens vulnerability.
- Proponents are demanding universal screening for primary-aged children, statutory teacher training on neurodiversity, and standard access to assistive technologies.
Discussion: Given that timed exams testing written ability often punish dyslexic students, how might educational institutions shift their assessment methods to measure a student’s true understanding and celebrated strengths, such as problem-solving or creativity, instead of relying on memory recall and spelling accuracy?
Source: Support for Dyslexic Pupils
Volume 775: debated on Tuesday 11 November 2025
Support the show
Follow and subscribe to 'The Bench Report' on Apple, Spotify, and YouTube for new episodes daily: thebenchreport.co.uk
Subscribe to our Substack
Shape our next episode! Get in touch with an issue important to you - Producer Tom will grab another coffee and start the research!
Email us: [email protected]
Follow us on YouTube, X, Bluesky, Facebook, Instagram and TikTok! @benchreportUK
Support us for bonus and extended episodes + more.
No outside chatter: source material only taken from Hansard and the Parliament UK website.
Contains Parliamentary information repurposed under the Open Parliament Licence v3.0...