BDA: Pathway Interrupted, Thoughts.

A Pathway Interrupted: Why Dyslexia Support Matters More Than Ever

I’ve recently been reading the BDA’s A Pathway Interrupted report, which examines the barriers young people with dyslexia face in education, training, and employment. The findings are powerful — and in many cases, deeply concerning.

One of the clearest messages is the link between becoming NEET and either not receiving a dyslexia diagnosis at all or receiving a diagnosis but not being supported appropriately. Assessment alone isn’t enough; without meaningful follow‑through, young people continue to struggle.

Perhaps the most striking statistic was this: 79% of students said their confidence had been reduced because of dyslexia.   Confidence is the foundation of learning, decision‑making, and future aspirations. When it’s eroded, everything else becomes harder.

The BDA has made several important recommendations in response to the report. As an assessor, I understand that the cost of a full diagnostic assessment can feel significant. But the impact of a high‑quality report — one that explains a young person’s profile, strengths, and needs — can be transformative. It can uplift, empower, and give clarity at a time when many families feel lost.

But there is an elephant in the room: What happens if nobody acts on the report?   If schools don’t put the recommended support in place, the potential of the assessment is never realised.

With new government guidance, SEND provision should deepen and strengthen. We can hope this leads to more consistent support and better outcomes for dyslexic learners. A diagnostic report provides practical strategies for home and school, and it creates a clear, evidence‑based foundation for conversations with teachers about what support is needed and why.

We also need to stop viewing education as separate, disconnected stages. Every phase — from early years to post‑16 — should nurture curiosity, confidence, and the joy of learning. These sparks are what grow into future opportunities, training routes, and careers.

Dyslexic young people deserve the same encouragement, challenge, and opportunities as their peers. And crucially, schools must recognise that dyslexia is not just about reading and writing. It involves:

• processing

• phonological skills

• organisation

• working memory

When support is accurate, timely, and sustained, we see fewer young people becoming NEET — and stronger outcomes in SEN data at GCSE. The full report can be found here: https://www.bdadyslexia.org.uk/news/bda-new-report-pathway-interrupted-report