A major study has found that specific learning difficulties (SpLDs) like dyslexia are not being identified equally among school pupils in England.
The research by Durham and Oxford universities, which examined data from over half a million pupils, raises questions about fair access to support.
The findings show that a child in one school could be considered to have a specific learning difficulty whereas a child with the same academic achievement in another school may not be spotted.
Systemic issues
The researchers say there are systemic and contextual factors at play, that go beyond pupils' individual academic skills, that influence whether SpLDs are recognised in pupils. These include pupils' language background, socioeconomic circumstances, gender and overall school performance.
For example, children in high-achieving schools were more likely to be identified with a specific learning difficulty, even with the same test scores as peers in low-achieving schools. It suggests that "underachievement" may be judged relative to peers so whether a child is identified as having a specific learning difficulty could depend on the school's overall performance.
Every child should have an equal chance at having their needs recognised and receive the right support, regardless of their background, gender, family deprivation or which school they go to. It is crucial to tackle this variability in the system.
Standardised assessments
Other factors that affect whether children are spotted include gender, with girls less likely to be identified, and whether pupils have English as an Additional Language, in which case they are also less likely to be recognised as having a specific learning difficulty.
The researchers say there are ways to tackle this.
They recommend a standardised way to assess children across the school system. They also call for more investment and time for additional professional development for teachers to reduce unconscious bias, and extra financial support for schools in disadvantaged areas.
