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What the Government’s SEND Reforms Mean for Dyslexic Learners in 2026

The Government’s 2026 SEND reforms set out an ambitious plan to improve support for children and young people with additional needs. A key part of this vision is the introduction of regional SEND Hubs, designed to coordinate access to specialist expertise — including educational psychologists, specialist teachers, and speech and language therapists. For many families, this feels like a long‑awaited step towards earlier intervention and clearer pathways.

However, for dyslexic learners, important questions remain.

Mainstream Inclusion Needs More Than Good Intentions

The reforms emphasise that most children with SEND will be supported within mainstream classrooms. Inclusion is vital — but the white paper does not explain how non‑specialist teachers will be equipped to meet the needs of dyslexic learners day‑to‑day.

Effective dyslexia support requires:

• evidence‑based literacy teaching

• structured scaffolding

• reduced cognitive load

• an understanding of working memory and processing differences

Without clear guidance and training, dyslexic learners risk being unintentionally overlooked in busy classrooms.

SEND Hubs: A Promising Idea That Needs Detail

SEND Hubs could be transformational. If implemented well, they could:

• provide earlier access to specialist assessment

• offer targeted intervention

• support schools with consistent advice

• strengthen collaboration between families and professionals

But their success depends on the quality of specialist involvement and the clarity of referral routes. The vision is promising — the implementation will be crucial.

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Three practical measures for classrooms

Small adjustments can make a big difference. Here are three simple, effective strategies teachers can use immediately:

• Use non‑white backgrounds on PowerPoints and avoid text‑heavy slides. Softer backgrounds reduce visual stress and help learners focus on key information.

• Chunk tasks and explain the overall goal before breaking it down. Dyslexic learners benefit from understanding the “big picture” first, then working through manageable steps.

• Build in thinking time and encourage whiteboards for jotting or sketching ideas. This supports working memory and allows students to process information in a way that suits them.

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Three Easy Wins for Supporting Dyslexic Learners in Every Classroom

Small adjustments can make a big difference. Here are three simple, effective strategies teachers can use immediately:

• Use non‑white backgrounds on PowerPoints and avoid text‑heavy slides. Softer backgrounds reduce visual stress and help learners focus on key information.

• Chunk tasks and explain the overall goal before breaking it down. Dyslexic learners benefit from understanding the “big picture” first, then working through manageable steps.

• Build in thinking time and encourage whiteboards for jotting or sketching ideas. This supports working memory and allows students to process information in a way that suits them.