Blog: Listening to our dyslexic children and families

Listening to our dyslexic children and families 
Ellen Broomé, Chief Executive, British Dyslexia Association

This month, the British Dyslexia Association has been privileged to bring together two important sets of voices on SEND support in England.

The first brought together children and young people with dyslexia to speak directly with officials from the Department for Education. The second gathered the views of parents and carers through a BDA survey, as part of our response to the Government's consultation on Right Support, Right Place, Right Time. Together, they offer an honest and deeply human picture of what life looks like for dyslexic children and their families right now and it is a picture that every policymaker involved in SEND reform should take seriously.

Having to Ask Too Often

What struck me most was how often children and families find themselves repeatedly asking for support that has already been agreed upon.

“It should just be on the passport and they should just know that and give me 25% extra time,” said Aisha, one of the young people in our Department for Education session. 

“I’m supposed to get 50% extra time. But when I’m not given any extra time at all, I don’t do as well as the rest of the class,” added Chloe.

Many also described support arriving far too late to make a meaningful difference. “It was put into place in the last two weeks before me actually going off to start my exams,” said Jayden.

Parents told us much the same. One described support being “written on the plan, never delivered, rolled over to the next one, and that continues for years.” 

Nearly three-quarters of parents we spoke to (73%) had needed to raise concerns with their child’s school about unmet SEND provision, yet only 10% felt this led to meaningful change. Just one in ten felt their child’s needs were being properly recognised and supported.

We need a better understanding of dyslexia  

One of the clearest messages from children and parents was what a world of difference better teacher knowledge would make. Only 5% of parents felt the teachers working with their child understood dyslexia well. Some young people described being told they would “grow out of” their dyslexia, or that their brain “didn’t work as well as everyone else’s”.

I find this deeply worrying. And the solution, as both groups made clear, is not complicated: 98% of parents supported mandatory dyslexia training for all teachers, and 97% believed SENCOs should have specialist knowledge of dyslexia.

One parent described the system they would like to see: “Teachers are well trained in understanding hidden disability, and common provisions for conditions such as dyslexia, ASD and ADHD are simply available in every classroom. No need to ask, no need for the fight.” That should not feel like an ambitious aspiration. It should be the standard.

The emotional impact

What also came through strongly in both reports, and something we perhaps do not talk about enough, is the emotional impact.

Some young people described feeling invisible, particularly those who were quieter or coping well enough not to attract attention. “If you’re more of a quieter student, you’re not picked up on as easily,” said Hannah.

Others also reflected on the lack of understanding around hidden disabilities more broadly and the impact this has on confidence and wellbeing. “You wouldn’t tell someone in a wheelchair to go walk and do a sports day… so why are we telling dyslexic people to just sit an exam normally and do well?” said Leila

Alongside the more widely recognised challenges around reading, writing, memory and attention, 66% of parents identified confidence and anxiety as significant difficulties for their child.

While these are difficult things to hear, I was genuinely struck by the resilience and insight shown by the young people we heard from. They spoke with real clarity about what would help, not only for themselves, but for other dyslexic learners as well.  

What needs to change

The young people and families who contributed to these reports were constructive and forward-looking. They want better-trained teachers, earlier identification, consistent delivery of agreed support, and stronger relationships between schools and families. They want to be treated as partners in the process, not as an afterthought.

83% of parents agreed that the SEND system must remain rights-based and centred on individual needs. Many expressed genuine concern about legal protections being weakened without strong alternatives in place. I share that concern, and the BDA will continue to argue for accountability and enforceable standards as reforms develop.

Above all, both reports make one thing very clear: the children and families navigating dyslexia within our education system are not asking for anything extraordinary. They are asking to be understood, to receive the support they have already been promised, and to have a fair opportunity to thrive.

We are committed to ensuring these voices continue to shape what happens next, and we will continue making the case to policymakers for mandatory teacher training, consistent and accountable support, and a SEND system that works for every dyslexic child.