1 in 10 Dyslexia joins a joint All-Party Parliamentary Group session to discuss the independent review into mental health, ADHD and autism.
On Monday 26 October, Sophie and I attended a joint All-Party Parliamentary Group (APPG) drop-in session at Portcullis House, bringing together MPs, peers and charities working across dyslexia, ADHD and autism.
The session focused on the Government’s Independent Review into Mental Health Conditions, ADHD and Autism and what its findings could mean for children, young people and adults.
Although dyslexia is acknowledged in the review, it is not substantively addressed in its main recommendations. We felt it was important to be part of the conversation and ensure that the experiences of dyslexic people were represented.
A welcome opportunity to work together
It was so lovely to catch up with Helen Goodsall from the British Dyslexia Association and to finally meet some of the wonderful women working across the autism charities in person.
We really enjoyed chatting with Dr Tracey Parsons from Autism Action, Rossanna Trudgian from Ambitious about Autism, and Mel Merritt from the National Autistic Society.
There was something really special about coming together, sharing our experiences and realising just how much we have in common. Although we work across different areas of neurodiversity, so many of the challenges facing the children, young people and families we support are the same.
It was a lovely reminder of just how important it is to connect, share ideas and work together.
We were also pleased to speak with parliamentarians including Juliet Campbell MP, Alex Mayer MP, Gurinder Josan MP and Lord Addington, alongside Nick Kelly, who attended on behalf of Cat Eccles MP.
Moving beyond diagnosis
One of the central messages of the independent review is the need to move away from a system where diagnosis is often the gateway to help, towards one where an individual's needs determine the response.
During the discussions, Juliet Campbell MP raised an important question: how can schools provide the right help when teachers have not necessarily received the training to recognise and respond to children's needs?
This really gets to the heart of the issue. A diagnosis can be incredibly valuable, but teachers also need the knowledge and confidence to recognise difficulties as they emerge and respond appropriately.
At 1 in 10 Dyslexia, we believe that early identification and teacher training are fundamental to making a needs-led approach work in practice.
Holding schools accountable for SEND provision
Lord Addington raised another important point about strengthening Ofsted accountability for SEND provision.
Schools need to be held responsible not only for identifying additional needs early, but also for delivering effective provision and demonstrating improved outcomes for children with SEND.
This is a crucial distinction. Recognising a child's needs is only the beginning. What matters is what happens next.
For children with dyslexia, that means teachers understanding how they learn, adapting their teaching and ensuring that those adjustments make a meaningful difference.
But where does dyslexia fit into the review?
While the report focuses on mental health, ADHD and autism, many of its conclusions are directly relevant to dyslexia.
When learning differences go unrecognised, the consequences can extend far beyond the classroom. Repeated difficulties with reading, writing and learning can affect a child's confidence, self-esteem and emotional wellbeing, particularly when they do not understand why they are struggling.
Not every dyslexic person will experience mental health difficulties, but the relationship between unmet learning needs and wellbeing deserves greater recognition.
We would like to see dyslexia explicitly included in the wider approach to neurodevelopmental differences, with education playing a central role alongside health and mental health services.
Moving from awareness to action
One of the interesting themes that emerged from the discussions was the assumption that people already understand what is needed.
In reality, awareness does not always translate into understanding, and understanding does not automatically lead to effective action.
This is why our work at 1 in 10 Dyslexia focuses on giving teachers practical knowledge and tools they can use in the classroom, rather than simply raising awareness.
We also need better collaboration between schools, families and specialist services, so that children do not fall through the gaps between different systems.
Continuing the conversation
It was encouraging to see so many organisations and parliamentarians coming together to discuss these issues openly.
There is clearly much more work to do, but opportunities like this allow us to share experiences, challenge assumptions and ensure dyslexia has a voice in discussions about future policy.
Thank you to everyone who took the time to speak with us, and to the organisers for bringing us together.
Our message remains simple: recognising a child's needs is only the beginning. What matters is making sure that understanding leads to meaningful action.
Every child deserves the opportunity to thrive.
1 in 10 Dyslexia
