Special Educational Needs: Dyscalculia

Baroness McIntosh of Hudnall Excerpts

Tuesday 10th March 2026 Lords Chamber

[Baroness Blake of Leeds (Lab)]

I think it fair to say that the Government do not have immediate plans to change this. We want to make sure that all special needs are recognised and given the same exposure and understanding, so that the needs of the whole child can be considered. Obviously, certain conditions run alongside others, and we must make sure that we are not too narrow in our approach, but that is not to underestimate the amount of support that we know these children and young people need.

[Baroness McIntosh of Hudnall (Lab)]

My Lords, my noble friend may not have had a chance to read an article in yesterday’s Times by Dr Tanya Byron, who, as many people will be aware, is an expert in this area. It discussed the psychological impact of this sort of developmental disorder on young children as they move from primary to secondary education, where very different challenges are presented to them. I commend the Government for the work they are doing in the SEND area; it is very difficult and complicated. However, does my noble friend accept that if these needs are not identified and addressed, they can give rise to other problems of a more behavioural nature, which are just as challenging to deal with if they are left unaddressed?

[Baroness Blake of Leeds (Lab)]

My noble friend touches on a really important issue, that of transition to different stages of education, when too many children and young people are extremely vulnerable. It is a broad area—the whole idea of rolling out restorative practice throughout schools, so that there is a much better understanding of behaviour, what has triggered it, and what support can be given. Too many young people have been let down when an assumption has been made that their bad behaviour is due to their personality, rather than any particular condition they might be facing.