Set up for Somebody Else: What the new BDA report really tells us
- Emma Blackburn
- Oct 7, 2025
- 2 min read
The British Dyslexia Association’s 2025 report, “Set up for Somebody Else: Young People with Dyslexia in the Education System”, shines a light on the reality facing young people with dyslexia today.
It draws on the voices of more than 500 children, parents, and teachers — and what they describe is an education system still stacked against neurodiverse learners.
The reality behind the statistics
1 in 10 children in UK classrooms are dyslexic.
70% say dyslexia makes them feel bad about themselves.
78% believe people assume they are not clever.
59% have been teased or bullied because of their dyslexia.
Only 43% of children in low-income households ever receive a diagnosis.
Behind those numbers are real stories:
“Getting a diagnosis was a herculean task… It was like no one was bothered.” – Parent
“When I asked for help, it felt like teachers were more annoyed than supportive.” – Young person, aged 14
These voices echo what many specialist teachers and assessors see daily — bright, capable learners struggling not because of intelligence, but because their learning differences go unseen.
Why assessment matters
The BDA’s research found that children with a formal diagnosis were almost twice as likely to describe school support as “good” (73%) compared to those without (39%).
A diagnosis does more than label — it unlocks understanding.
It creates a shared language between home and school.
It guides targeted support, access arrangements, and most importantly, helps the child understand their own strengths.
“It’s a good thing to have… especially when it comes to learning in school. There’s more support you can get.” – Young person, aged 15
Early identification means we can intervene before self-esteem and confidence are eroded. For many children, this changes the trajectory of their education — and often, their life.
The role of Specialist Teachers and Assessors
This is where qualified specialists play a vital role.
We bridge the gap between research and reality.
We listen carefully to what the learner can do — and unpick the barriers behind what they can’t yet do.
We translate assessment outcomes into practical classroom strategies, individualised teaching plans, and advice for parents and schools.
Most importantly, we ensure that the child is seen and understood.
Moving forward
The BDA calls for a national dyslexia strategy — with universal assessment pathways, dyslexia-friendly classrooms, and proper teacher training.
But we can start now.
Every assessment, every strategy meeting, every conversation with a parent helps close that gap.
It’s time for a system built for every learner — not one “set up for somebody else.”
📄 Source: British Dyslexia Association (2025). “Set up for Somebody Else: Young People with Dyslexia in the Education System.”
Comments