When I was at school, the word ‘dyslexia’ wasn’t talked about much, and when it was, it was rarely understood. I can still remember the feeling of sitting at my desk, the words swimming on the page, knowing that I was trying my hardest but somehow still falling behind. I was one of the lucky ones; I did get a diagnosis and the support I needed. But for too many children today, that support still comes too late, or not at all.
Last week, I led a debate on support for dyslexic pupils in schools, co-sponsored by Juliet Campbell MP. The aim was simple: to shine a light on the reality facing dyslexic children and their families, and to push the Government to act on promises that have been delayed for far too long.
At its heart, dyslexia is not a flaw or a lack of ability. It’s a different way of processing information. Many dyslexic people think in pictures, patterns or stories rather than words. That difference can bring challenges in traditional education systems that rely heavily on reading and writing, but it also brings huge strengths: creativity, problem-solving, and a fresh perspective that everyone should value.
Yet too often, our education system still treats dyslexia as a disadvantage to be managed, rather than a difference to be understood and celebrated. I’ve spoken to parents who have fought for years to get their child assessed or to secure an Education, Health and Care Plan. Some have even had to pay for private assessments because local authorities simply can’t keep up with demand. This postcode lottery in support is unfair and unsustainable.
That’s why I’ve been campaigning in Parliament for a complete rethink of how we identify and support neurodiverse pupils. Earlier this year, I introduced a Ten Minute Rule Bill calling for universal screening for dyslexia in primary schools, so that children are identified early and supported from the start. I also called for mandatory teacher training on neurodiversity, because teachers can’t support what they don’t understand, and for dedicated funding and national data collection on specific learning difficulties, to make sure resources are going where they are needed most. I also want to see the creation of a National SEND Body to bring consistency and accountability to a system that currently varies wildly from one local authority to another.
The response from teachers, parents and campaigners has been overwhelmingly positive. The message is clear — the will for change is there, but the Government needs to catch up.
According to the British Dyslexia Association’s recent report, ‘Set Up for Somebody Else’, almost one in five young people with dyslexia still lack access to assistive technology in school. Simple tools such as word processors, text-to-speech software, audiobooks or coloured overlays can make a huge difference in helping pupils to learn in the way that suits them best. For many neurodiverse pupils, technology such as language and communication apps on tablets or mobile devices can also transform how they learn and take part in school life. These aren’t luxuries; they are lifelines for learning.
In my debate, I wanted to challenge the stigma that still surrounds dyslexia. It breaks my heart when I hear young people say things like “I feel stupid” or “I’ll never achieve anything.” Dyslexia has no link to intelligence or effort — it’s simply a different way of learning. The role of government and schools should be to make sure that difference is recognised, supported, and celebrated.
I know first-hand how powerful that support can be. When I finally had teachers who understood how I learned — who let me listen instead of read, or draw instead of write — everything changed. I began to enjoy learning again, and my confidence grew. That’s the difference the right support can make.
We also need to talk about the wider benefits of getting this right. Early screening and support don’t just help children learn; they help them stay in education, feel confident, and build the resilience that carries into adult life. For every child whose potential we unlock, there is a social and economic gain for all of us.
The Liberal Democrats have always believed in an education system that gives every child the best start, no matter who they are or how they learn. That means properly funding schools, valuing teachers, and ensuring neurodiversity is built into the way we design our curriculum — not treated as an afterthought.
There’s still a long way to go, but the momentum is building. From campaigners and charities to teachers and MPs across parties, the message is the same: we cannot afford to let another generation of dyslexic children go unseen and unsupported.
As I said in Parliament, dyslexia is not a flaw. It’s a difference — one that can lead to incredible strengths when it’s understood and nurtured. My message to every dyslexic young person is simple: you can do anything. And it’s the job of your school, your government, and your MP to make sure you get the chance to prove it.
Seeing strengths, not struggles: why we must rethink support for dyslexic pupils
