The
answer
Why we are tackling it
We are tackling this problem because every dyslexic child and young person deserves the opportunity to reach their full potential. Dyslexia is not a barrier to success – lack of awareness, identification, and support is.
Right now, too many children with dyslexia are struggling in an education system that does not recognise or meet their needs, leaving them at risk of falling behind, experiencing poor mental health, and missing out on future opportunities.
This is not just about education; it is about fairness, inclusion, and the right to thrive. When dyslexic children are left unsupported, the consequences are significant –
affecting confidence, career prospects, and even the likelihood of becoming disengaged from education, employment, or training.
We are tackling this problem because change is possible. With early identification, inclusive teaching, and dyslexia-friendly classrooms, we can transform the futures of millions of children.
By driving dyslexia up the political agenda, we will ensure that every dyslexic learner gets the support they need—not as an afterthought, but as a fundamental part of our education system. The time for change is now, and we will not stop until it happens.​​​
What we are asking for.
01
Making children with dyslexia a priority
To ensure children and young people with dyslexia become a priority and are no longer overlooked, the Department for Education must develop a National Dyslexia Strategy, appoint a policy lead for dyslexia and improve annual data collection and reporting on children with dyslexia in schools.
02
Ensuring early identification and support
To ensure early and consistent identification of children with dyslexia and end inequalities in access to support, the Department for Education must resource and support the development of a universal pathway for assessment, develop a simple, in-classroom screening tool and review the use of the Year 1 Phonics Check to ensure it is fit-for-purpose.
03
Creating 'dyslexia-friendly' classrooms
To ensure all classrooms are ‘dyslexia-friendly’ learning environments, the Department for Education must establish a national standard of SEN support and ensure teachers are supported and resourced to support children with dyslexia and deliver against Ofsted’s increased focus on learners with SEND.