After my son was diagnosed with dyslexia, I set up a not-for-profit organisation to raise awareness of dyslexia and to train educators in how to identify dyslexia in the classroom, and to offer support to dyslexic children and their parents, which is something that my family did not receive. Sadly, despite that being many years ago, in the UK we are still remiss at early identification of dyslexia. Many children and young people are still not being identified and are still struggling. Too many children go through their childhood feeling disempowered, confused and sad because they do not receive the support, the understanding or recognition of how hard they are working because dyslexia has not been identified.
In the UK, around 10% of the population is dyslexic, yet despite its prevalence, dyslexia remains underdiagnosed and parents often struggle to get their children the support they need. Dyslexic people often face barriers that affect their self-esteem and educational outcomes, result in a loss of the love of learning, reduce their earning potential and mean they are over-represented in the prison system.
The challenges that dyslexic people face should not be an inevitable part of being dyslexic. The British Dyslexia Association’s recent report “Set up for somebody else” was a disheartening read. It identified that 70% of young people said their dyslexia makes them feel bad about themselves; 78% said people assume they are not clever because they are dyslexic; 59% had been bullied or teased about their dyslexia, and 65% hide their dyslexia. It does not stop there. Parental income makes a difference: 90% of young people in high income households are diagnosed, compared with only 43% in the lowest income households; and only 30% of young people in lower income households say the support they receive in school is good, compared with 86% of young people in higher income households.
Embracing the strengths of dyslexia is essential to changing the trajectory of the lives of the current and future generations. People with dyslexia often shine in creativity, problem solving and verbal reasoning, and have excellent entrepreneurial skills. During Dyslexia Awareness Week this year, I called on the Government to introduce a national dyslexia strategy to even the playing field for dyslexic people by reforming the teacher training curriculum so that educators are equipped to recognise and support dyslexic learners; standardising dyslexia identification and interventions across schools; and prioritising early identification and assessments so that tailored support can be given as early as possible in a child’s educational journey. Those steps would help create a more inclusive and effective education system that recognises that neurodiversity can also be a strength.
It is 130 years since Rudolf Berlin coined the term dyslexia, which means “difficulty with words”. In 1970, a report entitled “The Dyslexic Child” identified developmental dyslexia as an issue requiring urgent official attention. In 1972, another scholar argued: “Preventive and supportive steps taken early are immeasurably more humane and fruitful than attempts to remedy a problem which becomes increasingly complex as the child grows older.”
That is still relevant today. Precise definitions of dyslexia have changed over time, but it is agreed that those with dyslexia struggle to break down words into their smallest constituent parts, making the use of phonics in school close to useless for dyslexic pupils.
It was the last Labour Government who set out how to understand and improve provision for dyslexic children. In 2008, they tasked Sir Jim Rose to lead a review to make recommendations on the identification and teaching of children with dyslexia. In 2009, the final report of the Rose review defined dyslexia as “a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.”
It is poignant that Sir Jim Rose provided that clear definition under the last Labour Government, and fitting that this Labour Government should produce the first national dyslexia strategy to take forward what he began back in 2008 and 2009.
Dyslexics face inherent societal inequalities, which fall into four categories: educational attainment, career progression, over-representation in the criminal justice system and proportionately higher use of mental health services. In education, children fare much worse. In the 2023-24 academic year, only 22% of pupils with specific learning disabilities such as dyslexia achieved grade 5 or above in English and maths, compared with 52% of their peers. A strategy would significantly upgrade the teacher training curriculum, in partnership with universities and unions, so that teachers are properly equipped to teach dyslexic children.
Turning to career progression, it is clear that the 15-year-old Equality Act 2010 has largely failed dyslexics in the workplace. A strategy would outline specific expectations of the public sector and other sectors in terms of what adjustments need to be made, and what difference those adjustments are expected to make, with the opportunity to review.
Our prison system fails to recognise and address the deeply troubling statistic that between 30% and 50% of our prison population are dyslexic, which is way higher than the 10% of the general population who are dyslexic. Dyslexia does not predispose people to crime, but a lack of early support can lead to educational failure, social exclusion and loss of confidence, all of which heighten vulnerability.
Finally, on mental health outcomes, many dyslexic people experience high anxiety and low self-esteem, with many of them also experiencing depression. These outcomes are preventable. With early identification, understanding, adjustments, support, and a culture that supports neurodiversity, we can prevent a lifetime of avoidable emotional, educational and workplace distress.
Those are the reasons why I am calling for a national dyslexia strategy. Such a strategy would call on the Government to set out how they can improve the life chances of dyslexic people, supporting schools and workplaces, and in that way also benefit our health system and our criminal justice system. It would focus on early identification, consistent standards in the classroom, and greater teacher training in kinaesthetic and adaptive teaching methods, and it would ensure that those born with a learning difference are not socially excluded.
This is about investing in our children and young people.