An estimated 900,000 children in England have dyslexia, according to new research, yet fewer than 2% of local authorities track how many they support. That’s 900,000 dyslexic thinking kids being left to navigate a system that often labels difference as deficiency; kids who could represent the next generation of innovators and business leaders. Studies show that around one in three (20% to 40%) entrepreneurs are dyslexic thinkers, underlining that these early classroom challenges often nurture the exact skills needed to lead, innovate, and take risks.

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The same genes affect multiple brain functions, which is why dyslexia often appears alongside other learning differences.

A new film reframes dyslexia as a distinct cognitive style with its own set of strengths.

Doctors Fernette and Brock Eide, psychologists who’ve studied dyslexia for decades, have come to believe that dyslexia is “not a disease, but a gift.”

As they put it, “Dyslexic minds are not disabled. They’re specialized. They’re wired to learn best through direct experience, not through print or rote repetition.”

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developmental language disorder (DLD), a condition that severely impairs a child’s ability to learn, use and understand spoken language.

Such challenges are increasingly common for parents and teachers. In England, for example, around 21% of schoolchildren are growing up with a first language other than English. While most children’s language development – whether monolingual or multilingual – is typical, the average classroom includes two DLD-affected children. DLD’s prevalence, roughly 8%, is similar worldwide, from China to Mexico.

Even so, DLD remains under-recognised and under-served – especially compared to other developmental conditions, such as dyslexia, autism or attention deficit hyperactivity disorder (ADHD).

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n recent years, the way we talk about learning differences in Irish schools has moved toward a “neurodiversity-affirming” perspective. This means we no longer view conditions like Autism, ADHD, Dyslexia, or Dyspraxia solely as “disorders” to be fixed. Instead, we recognize them as natural variations in the human brain—different ways of thinking, feeling, and processing the world.

For parents, navigating the support systems in a primary school can sometimes feel overwhelming. Understanding the roles of the Special Education Teacher (SET) and the Special Needs Assistant (SNA) is the first step in ensuring your child has the environment they need to flourish.

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