'Set up for somebody else'

“Set up for somebody else”: It’s time to fix the education system for young people with dyslexia

Our new report ‘Set up for somebody else’: Young people with dyslexia in the education system launches the start of Dyslexia Awareness Week and it paints a worrying picture of school life for young people with dyslexia. 

The reality for young people with dyslexia  

Too many children feel misunderstood, overlooked, or singled out at school.

• Seven in ten say dyslexia has made them feel bad about themselves.
• Six in ten hide their dyslexia.
• Six in ten report being teased or bullied because of it.
  Almost one in five do not have access to assistive technology at school.
• Nearly eight in ten believe people assume they are not clever because they have dyslexia.
• Over one in three describe school support as only ‘fair’ or ‘poor’.

This isn’t just about education - it’s about confidence, self esteem, and futures being held back.

Inequality starts before school doors even open

Getting a formal dyslexia diagnosis often determines whether a child can access the support they need. But family income is a huge barrier:

• 90% of children in households earning over £100,000 have a formal diagnosis.
• Only 43% of those in households under £30,000 get diagnosed.

Family income also plays a big role in the kind of support children and young people receive after diagnosis – only 30% of young people in lower income households (less than £30k) say support is “good” in school compared to 86% of young people in high income households (£100k).
 
Ellen Broomé, Chief Executive of the BDA:

“Children and young people with dyslexia are telling us loud and clear: the education system isn’t working for them. Dyslexia is not linked to intelligence, but the lack of support is damaging young people’s self-belief and their futures. And the inequality is stark, whether you get a diagnosis and good support depends on your family’s income. This report should act as a wake-up call — it’s time for the Government to act.”
 
Theo Paphitis, Dyslexia Empowerment Patron and Chairman of Ryman:

“I struggled at school without the support I needed. I knew I was just as capable as my peers, but reading and writing were daily challenges. No young person should face the same hurdles. We must empower the next generation—so that dyslexia doesn’t limit anyone’s life.”

What needs to happen now

The BDA is calling on the Department for Education to:

• Make children with dyslexia a national priority with a clear strategy and dedicated policy lead.
• Ensure early identification and fair access to support with universal assessment and in-classroom screening tools.
• Create ‘dyslexia-friendly’ classrooms with a national standard for Special Educational Needs (SEN) support.
• Widen the curriculum and assessments, including teaching assistive technology and adapting GCSEs to reflect all learners’ skills.

Every child and young person deserves a chance to succeed—regardless of their background.