Addressing the dyslexia GCSE divide: urgent call for educational reform
Thursday 5 June 2025
Introduction:
Analysis of 2023/2024 data reveals stark disparities in GCSE attainment once again highlighting the significant challenges faced by dyslexic students within the UK education system. Our 'Mind the Gap' report sheds light on the enduring academic disadvantage experienced by these students, despite ongoing efforts to address educational equality.
The educational disparity:
According to Department for Education data from 2023/2024 , only 21.6% of students with Specific Learning Difficulties (SpLD) such as dyslexia achieved a grade 5 or above in English and maths GCSEs. In contrast, 51.9% of students without Special Educational Needs (SEN) achieved the same grades—a staggering gap of over 30 percentage points. Even at the grade 4 level, the disparity persists, with 39.5% of dyslexic students passing both subjects compared to 72.3% of their peers.
Persistent challenges:
This disparity is not new; it has remained largely unchanged for over a decade, underscoring systemic failures in identification and support for dyslexic children and young people in schools. Late or missed identification, inconsistent support across educational institutions, and inadequate teacher training are identified as key contributing factors to this ongoing issue.
Calls for reform:
Our report advocates for a comprehensive National Dyslexia Strategy, emphasising early identification, consistent support frameworks, and statutory dyslexia-friendly standards in classrooms alongside teacher training in adaptive strategies. Key recommendations include reforms to GCSE assessments to better accommodate dyslexic students, such as removing Spelling, Punctuation, and Grammar (SPaG) marks from non-English exams, introducing vocational pathways, and integrating assistive technology from an early age.
Voices of advocacy:
Celebrity chef Jamie Oliver, a prominent dyslexic individual and campaigner for educational reform, has echoed the urgent need for systemic change. Reflecting on his own educational challenges, Oliver emphasises the importance of supporting neurodivergent students through improved screening, teacher training, and inclusive educational practices.
His response to the report:
“This report simply confirms what so many teachers, parents and dyslexic individuals already know, which is that it’s time for our education system to have a complete overhaul. We must support ALL kids in the classroom – we need to implement neurodivergence screening, and we need appropriate training and support for our hardworking teachers.
I came out of school with just two GCSEs, so reading this report really resonated with me and brought back many of those negative feelings from my school days, and not enough has changed since then. But I was lucky – I found cooking and that saved me, who knows where I would have ended up otherwise. We need urgent action. And I’d say this is an amazing opportunity. We should be celebrating ALL children and their brilliant minds, and they ALL deserve a school system that helps them grow in confidence and thrive.”
Conclusion:
The call for reform is clear: there is an urgent need to overhaul the education system to ensure equitable opportunities for all learners. Our report serves as a compelling reminder of the need for concerted efforts to address the dyslexia GCSE attainment gap and provide every dyslexic young person with the support they need to thrive.
Joining forces for change:
As educators, parents, policymakers, and advocates, we must come together to champion a more inclusive approach to education—one that celebrates the diverse strengths and talents of all children and together we can empower dyslexic students to reach their full potential.
Read the report