Disadvantaged pupils with SEND effectively shut out of high performing schools

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A new report, Selective Inclusion, from the Sutton Trust highlights the growing link between special educational needs and disabilities (SEND) and socio-economic disadvantage in school admissions and highlights the scale of change needed if the Government is to deliver its vision for more children with SEND to be educated in mainstream schools.

The research shows that the highest-attaining schools admit just half as many disadvantaged pupils with SEND as the average comprehensive, and 35% fewer than live in their own catchment areas. Yet pupils with SEND who are not eligible for free school meals are not under-represented, underlining the role that disadvantage plays in who gets access to opportunity.

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Dyslexia Risk Screening in Kindergarten Schools

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About The Study: In this cohort study of 515 children followed from kindergarten through grades 1 and 4, distinct patterns of cognitive-linguistic deficits in kindergarten were associated with 2- to 5-fold increased risk for early- and late-emerging dyslexia. These findings provide a foundational evidence base to support the integration of developmentally sensitive screening into pediatric surveillance frameworks, facilitating early identification and a shift from reactive to preventive care, including for children at risk of late-emerging dyslexia.

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Project announcement – Dyslexic adults in the workplace

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We are delighted to be working with M·E·L Research again, this time on a new study exploring the experiences of adults with dyslexia in the workplace. This research will build a deeper understanding of how dyslexia impacts working lives, with a particular focus on employment, inclusion and participation. The study will generate robust evidence to help inform future policy and practice, and will ensure that the voices of those living with dyslexia are at the heart of the work.

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Dyscalculia for Dyslexia tutors

AI can personalise education for those who learn differently

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As schools explore how artificial intelligence can support teaching and learning, initiatives such as EtonHouse’s enterprise AI workspace invite a broader question: How might these technologies also support students who learn differently? (AI gender gap at work: Are women being left behind in Singapore’s AI push?, March 7).

For individuals with dyslexia and other learning differences, this development is particularly significant. Many of these students understand concepts well but struggle with the mechanics of reading and writing. AI tools can help reduce some of these barriers so that their thinking and understanding become more visible.

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A Metronome, Not a Mouse: An Affordable Approach to Dyslexia

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A Metronome, not a Mouse: An Affordable Approach to Dyslexia
Strengthening rhythm and timing builds the foundation for reading—and it can be done simply and affordably.”
New research is reshaping how dyslexia is understood, showing that brain timing and rhythm play a critical role in learning to read. While many technology-based interventions address these findings, their high cost puts them out of reach for most families.
Matthew Glavach, Ph.D., founder of StrugglingReaders.com, offers a practical, research-based alternative using simple tools—such as a metronome and paper-and-pencil activities—to strengthen rhythm, timing, and reading skills in engaging ways.
Designed for home and classroom use, Glavach’s three-book series is affordably priced at $15.95 per book and aligns directly with reading instruction. The program may also support individuals with stuttering, autism, and attention-deficit/hyperactivity disorder.

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