Support for Dyslexic Pupils

Angus MacDonald Excerpts

Tuesday 11th November 2025 Westminster Hall

[Adam Dance]

I totally agree, and I will come to that later. The hon. Member has probably seen my ten-minute rule Bill about getting support, and I ask him to sign it.

The biggest problem is identifying dyslexia. Although three children in an average class likely have dyslexia, four in five dyslexic pupils leave school without having their needs properly identified. There is no NHS pathway to diagnosis for dyslexia as it is not a medical condition. That means diagnosis and support is based on a postcode lottery and family income. The average cost of diagnosis is £600, which is unaffordable for too many of my constituents and creates real inequality. Some 90% of dyslexic children in higher-income households are diagnosed compared with 43% in lower-income households. That is not good enough.

If we cannot identify needs, how can we support young dyslexics through education? For those whose needs are identified, it often comes far too late. Even then, the support they need may be unavailable. Our councils are in desperate need of financial support to keep up provision for pupils with special educational needs and disabilities. Our brilliant teachers just do not have the appropriate training or proper resources to support all their pupils’ needs. Teachers should not have to learn about dyslexia and work out classroom adjustments in their spare time. They should be supported from day one.

Even simple things just are not available. In this day and age, getting access to assistive technologies such as word processors should not be a challenge, yet the British Dyslexia Association has found that only 18% of dyslexic people reported having access to assistive technology at school. Without support, the classroom becomes inaccessible for dyslexic people. The curriculum is too narrow and not developed with dyslexia properly in mind. Exams such as GSCEs test written ability and recall in timed environments, rather than testing knowledge. That ends up punishing dyslexic people who do not have enough alternative qualification pathways.

[Mr Angus MacDonald (Inverness, Skye and West Ross-shire) (LD)]

It is an incredibly important subject. I left school before I was 17, and that was the end of my education. I have had a fantastic business career, I have written lots of novels and I am now an MP. That is despite no help at all from the educational system, and society as a whole putting across the message that people such as me at school are not on the same level as more intellectual people. The subject is close to my heart. Does my hon. Friend agree that society should better recognise people such as him and me, to help people get on with their careers?

[Adam Dance]

I agree with my hon. Friend. The impact is devastating on young dyslexic people’s education and their mental health. We know that 26% of 11-year-olds leave primary school below the expected reading standard. At GCSE, only one in five pupils with dyslexia achieve a grade 5 or above in English and maths, compared with over half of pupils without special educational needs.

The British Dyslexia Association’s most recent research found that 70% of young dyslexic people report feeling bad about themselves because of their dyslexia, and that 78% report having experienced people assuming that they are not as clever as others due to their dyslexia. That is not true—we have heard that today in the interventions.

I know that if I had not had the support I had at school, I might have ended up in prison or even taken my own life, like too many others who never get the help they need. Sadly, young people with dyslexia are three times as likely to be suspended from school and twice as likely to be repeatedly absent from school.