Support for children with dyslexia in UK schools is deteriorating, with significant inequalities and inadequate resources, MPs have warned in a recent parliamentary debate. The discussion underscored the urgent need for reform to ensure that dyslexic pupils receive timely diagnoses and effective support.
Adam Dance, the Liberal Democrat MP for Yeovil and himself dyslexic, spoke passionately on November 11 about the challenges faced by dyslexic students. He highlighted issues such as chronic underfunding, delays in diagnosis, and insufficient teacher training that leave many children without the help they need. Dance called for a national strategy encompassing early dyslexia screening, mandatory teacher training, and universal access to assistive technology.
“Dyslexia is not a flaw or something to be ashamed of,” Dance said. “It saddens me when young dyslexics say, ‘I wish I never had it’, or ‘I feel stupid.’ Dyslexia often brings strengths in problem solving, resilience, creativity, and practical skills.”
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Despite affecting roughly one in ten people in the UK, four out of five dyslexic pupils leave school without being properly identified. The cost of diagnosis, around £600, places it out of reach for many families, creating a stark divide: 90% of children in affluent families are diagnosed compared to just 43% in low-income households.
“Without proper identification, how can we possibly support these young learners?” Dance questioned.
Even when diagnosed, support is often insufficient and delayed. Schools struggle with limited resources, local authorities face financial pressures, and many teachers lack the training to effectively adjust their teaching methods. “Teachers shouldn’t have to learn about dyslexia in their own time,” he stated. “Support must be embedded from the start.”
The consequences are severe: only one in five dyslexic pupils achieves a grade five or above in English and Maths GCSEs, compared to over half of their peers without special educational needs. Rates of suspension, exclusion, and long-term absence are significantly higher among dyslexic students. Many suffer from poor mental health and diminished self-esteem, with 70% reporting feelings of shame or inadequacy linked to their dyslexia.
Dance also shared a personal reflection: “Without the support I received, I might have ended up in prison or even worse. Young people with dyslexia are three times more likely to be suspended and twice as likely to be frequently absent. An estimated half of the prison population may have dyslexia, compared to one in ten among the general population.”
In response, Dance has proposed a private member’s bill to introduce universal neurodiversity screening in primary schools and enforce statutory training for educators on dyslexia, autism, and ADHD. “The solution is straightforward: universal screening combined with mandated, high-quality training for teachers,” he explained.
Other MPs echoed his concerns. Wera Hobhouse, MP for Bath and a former secondary school teacher, emphasized that children are often punished rather than supported for their neurodiversity. “This must stop,” she urged, calling for better funding, faster diagnosis, and improved training.
Anna Sabine, MP for Frome and East Somerset, stressed the damaging impact of long waits for diagnosis. She advocated for early identification, practical teacher training, a national inclusive education framework, and enhanced roles for special educational needs coordinators (SENDCOs). Sabine also highlighted the potential of artificial intelligence to create tailored, accessible learning materials for dyslexic students.
The Minister for School Standards, Georgia Gould, acknowledged the challenges and praised the cross-party commitment to change. She confirmed ongoing reforms, including adjustments to teacher training and a £1 billion investment this year in high-needs funding, alongside £740 million for specialist education placements. Early intervention remains a priority through initiatives like the Reading Ambition for All programme, developed with the British Dyslexia Association and set to benefit over 600 schools.
While welcoming these commitments, Dance stressed that true progress will depend on consistent and effective action. He concluded the debate by sharing a heartfelt story of two primary school boys who told him his advocacy helped them believe in their potential despite their ADHD and dyslexia. “Let’s move forward positively and make real change together,” he urged.