October 2026 - Independent review into mental health conditions, ADHD & Autism

Overall message of the review

England should move from a system where diagnosis is often the main route to support, to one where support is based on an individual's needs, functioning and participation in everyday life. Diagnosis remains important, but access to help should not depend on obtaining a diagnostic label first.

This is an important principle. Dyslexic people can experience difficulties with confidence, self-esteem and mental health, particularly when their needs are not recognised and appropriate support is not put in place. A system that expects people to wait for a diagnosis before receiving help risks allowing these difficulties to become more entrenched.

The Government’s plan for a mental health plan provides an opportunity to ensure that dyslexia is recognised within a broader approach to neurodevelopmental differences and mental health, with earlier identification, timely support and better understanding of the relationship between learning difficulties and wellbeing.

Main findings from the review

• Mental health difficulties, particularly anxiety, depression, self-harm and eating disorders, have increased significantly across the population, with the sharpest rises seen among children and young people. The increase is real and cannot be explained by greater awareness alone. 
• The annual cost of mental ill health in England is estimated to be around £300 billion. 4 million children are described as experiencing “serious distress”
• Rates of severe mental illnesses such as schizophrenia and bipolar disorder have remained broadly stable.
• Evidence suggests the underlying population prevalence of ADHD and autism has remained broadly stable or increased only modestly. However, recorded diagnoses and demand for assessments have risen dramatically. 
• ADHD referrals have increased substantially, with open referrals exceeding 560,000 by the end of 2025. Autism referrals have also risen sharply, with more than 254,000 open referrals and most people waiting longer than 13 weeks. 
• The review concludes that the current system is too dependent on diagnosis as the gateway to support. Many people are unable to access help until they receive a formal diagnosis, even when their needs are already clear. 
• Diagnosis remains important and clinically necessary for many people, but support should not be withheld while individuals wait for assessment or diagnosis. 
• For many people, difficulties arise from a combination of mental health conditions, neurodevelopmental differences and wider social and environmental pressures. Mental health and neurodevelopmental support should focus on improving participation in education, employment and life.

The implications for dyslexia

Although the review focuses on mental health, ADHD and autism, its central argument is relevant to dyslexia. Difficulties with reading, writing and learning can affect a person's experience of education, employment and everyday life. Where dyslexia is not recognised or appropriate support is unavailable, these experiences can also affect confidence, self-esteem and mental health.

Dyslexia should therefore be considered as part of the wider discussion about neurodevelopmental support, rather than being overlooked because it is primarily associated with learning. This does not mean that dyslexia and mental health conditions are the same, or that all dyslexic people experience mental health difficulties. It means recognising the potential relationship between them and ensuring that support responds to the needs of the individual.

Main recommendations

1. Strengthen prevention and early intervention to tackle causes of mental distress
2. Move to a "needs-led plus diagnosis" system – support before, during and after diagnosis.
3. Create integrated local support services -community based mental health and neurodevelopment support through multidisciplinary teams
4. Expand treatment while protecting specialist services
5. Reform commissioning and regulation of mental health, ADHD and autism services
6. Build workforce capacity – develop a multidisciplinary workforce
7. Use digital and AI-enabled tools safely to complement not replace face to face care
8. Improve data and research – national prevalence studies, improved data collection and linkage.
9. Improve public understanding – a public information campaign, and creation of digital evidence-based information.
10. Publish a cross-government strategy – immediate actions and 10-year reform

What we would like to see for dyslexia

For these recommendations to deliver meaningful change, the needs-led approach must extend beyond mental health services alone. Education, health and employment services all have a role in identifying needs, providing appropriate support and reducing the risk of difficulties escalating. Dyslexia must be recognised in this wider approach. 

We recommend:

• Recognition of the relationship between dyslexia and mental health. The strategy should acknowledge how unrecognised dyslexia, barriers to support and negative experiences in education and employment can affect confidence, self-esteem and wellbeing.
• Explicit inclusion of dyslexia in neurodevelopmental support. Dyslexia should be recognised alongside other neurodevelopmental differences, with appropriate pathways to information, advice and support. This should include recognition of the distinct needs of dyslexic people, rather than assuming that approaches designed for ADHD or autism will be sufficient.
• A needs-led approach that enables earlier support. Children, young people and adults should be able to access appropriate help without having to wait for a formal diagnosis. Diagnosis should remain available and valued where it is needed to understand an individual's profile and inform support.
• A clear role for education in early identification and support. Schools and colleges should be equipped to recognise dyslexia, respond to emerging learning needs and provide appropriate support without waiting for a formal diagnosis. Education, health and mental health services should work together to address difficulties early. This is essential because barriers to learning, repeated negative experiences and a lack of appropriate support can affect confidence, self-esteem and mental health over time.
• Improved data and research. A national prevalence study should include dyslexia and examine its relationship with mental health, educational outcomes and participation in employment. Better evidence is needed to inform policy, service design and the allocation of resources.
• A public information campaign. This should improve understanding of neurodevelopmental differences, including dyslexia, and challenge misconceptions about learning difficulties and their impact on wellbeing. It should also explain where people can find reliable information and support.
• Inclusion of dyslexia in the cross-government strategy on mental health. The strategy should set out how relevant government departments will work together to address the links between learning, mental health and participation in everyday life, including the role of education and workplace support.