Dyslexia and ADHD in the Classroom: How English Schools Support Neurodiversity

Dyslexia and ADHD are among the most common neurodevelopmental differences encountered in English classrooms. Approximately 10% of pupils in England are estimated to have dyslexia, and around 5% have ADHD — meaning that in a typical secondary school of 1,200 students, several hundred will experience one or both of these conditions to some degree. Understanding how English schools identify and support these pupils — and what parents can do to ensure that support is effective — is essential knowledge for any family navigating the SEND system.

What Are Dyslexia and ADHD?

It is important to understand what these conditions actually are, because widespread misconceptions lead to late identification and inadequate support.

Dyslexia

Dyslexia is a specific learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. It is neurological in origin — not caused by poor teaching, lack of effort, or low ability. Pupils with dyslexia may:

• Take significantly longer to decode written text than peers
• Spell the same word differently multiple times in a single piece of writing
• Confuse visually similar letters (b/d, p/q) beyond the age at which this is expected
• Have strong oral comprehension but appear far behind when reading or writing independently
• Struggle with phonological processing — the ability to identify and manipulate individual sounds in words

ADHD (Attention Deficit Hyperactivity Disorder)

ADHD is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning. In school settings, ADHD can manifest as:

• Inattentive type: Difficulty sustaining focus on tasks, frequent loss of materials, appearing to daydream, difficulty following multi-step instructions
• Hyperactive-impulsive type: Excessive movement, difficulty staying seated, interrupting others, acting before thinking
• Combined type: Features of both inattention and hyperactivity-impulsivity (the most common presentation)

Dyslexia and ADHD frequently co-occur — research suggests around 30–40% of individuals with one condition also have the other, making accurate identification and differentiated support even more critical.

How English Schools Identify Dyslexia and ADHD

Identification pathways differ between the two conditions, which causes significant confusion for parents.

Dyslexia Identification in Schools

Schools in England do not formally "diagnose" dyslexia — that is a clinical process. However, schools can and should identify dyslexia through a school-based assessment carried out by a qualified assessor (typically the SENCO or an educational psychologist). The identification process usually involves:

1. Class teacher concerns documented via SEND referral
2. Screening tools (e.g., Lucid LASS, Dyslexia Screener) used by the SENCO
3. Detailed assessment of phonological processing, working memory, reading accuracy and fluency, and spelling
4. If significant needs are identified, referral to an educational psychologist for a full assessment

ADHD Identification: A Medical and Educational Process

ADHD diagnosis in England is a medical process — it cannot be confirmed by schools alone. The pathway typically involves:

1. Parent or teacher concerns raised
2. GP referral to a Community Paediatrician or CAMHS (Child and Adolescent Mental Health Services)
3. Multi-informant assessment using standardised rating scales (completed by parents AND school staff)
4. Clinical interviews and, where needed, cognitive assessment
5. Formal diagnosis and, if appropriate, prescription of medication (most commonly methylphenidate — e.g., Ritalin or Concerta)

NHS waiting times for ADHD assessment were, as of 2026, typically 12–24 months or longer in many areas. Private assessment typically costs £1,000–£2,000 but can significantly shorten the timeline.

What Support Are Schools Required to Provide?

Once a pupil has been identified as having dyslexia or ADHD, English schools must follow the SEND Code of Practice 2015. Support is structured through a graduated approach:

The majority of pupils with dyslexia or ADHD will be supported at the SEN Support level. An EHCP is typically only pursued where needs are complex and cannot be met through standard SEN Support.

Common In-School Adjustments for Dyslexia

• Coloured overlays or tinted paper for reading
• Dyslexia-friendly fonts (e.g., Arial, Comic Sans, OpenDyslexic) on worksheets
• Use of a reader or scribe in assessments
• Extended time in tests and examinations (25% extra time is the most common adjustment)
• Access to audio versions of texts
• Structured literacy intervention following programmes like Sound Reading System or Toe by Toe
• Text-to-speech software (e.g., Read&Write, ClaroRead)

Common In-School Adjustments for ADHD

• Seating near the front of the classroom, away from high-distraction areas
• Chunked task instructions (written and verbal) rather than long multi-step directions
• Scheduled movement breaks for pupils who struggle with sustained sitting
• Visual timetables and timers to support time management
• Use of fidget tools (now widely accepted in English classrooms)
• Check-in/check-out systems with a designated key adult
• Reduced homework load or extended deadlines where executive function difficulties are documented

Exam Access Arrangements

For GCSE and A-Level examinations, pupils with assessed needs may qualify for access arrangements approved by the Joint Council for Qualifications (JCQ). These include:

• 25% extra time — the most commonly granted arrangement, for candidates with processing speed difficulties or sustained attention difficulties
• Reader — human or computer-based, for candidates with reading difficulties
• Scribe — for candidates whose written output does not reflect their oral knowledge
• Word processor — for candidates whose handwriting significantly disadvantages them
• Separate room — for candidates who need a smaller, quieter environment for concentration
• Rest breaks — for candidates with ADHD where sustained examination performance is significantly impaired

Access arrangements must be applied for by the school's SENCO and require supporting evidence from assessments. They must also reflect the student's normal way of working — schools cannot request access arrangements that the pupil does not routinely use in class.

How Parents Can Support Their Child at Home

School support is more effective when it is reinforced at home. Evidence-based strategies include:

• For dyslexia: Reading aloud together daily (even with older children), using audiobooks alongside print versions, playing word games that build phonological awareness, celebrating your child's oral storytelling and verbal strengths
• For ADHD: Consistent daily routines, breaking homework into small timed chunks with movement breaks (e.g., 15-minute Pomodoro sessions), reducing screen-based distractions during study time, using visual checklists for tasks and morning/evening routines
• Both conditions: Maintaining open dialogue with the school about what is working, attending SEND review meetings, advocating for your child's access arrangements to be in place before mock examinations

Summary

Dyslexia and ADHD are among the most common and most manageable neurodevelopmental differences in English classrooms — when identified early and supported consistently. The English SEND system provides a clear legal framework for the support schools must offer, from universal quality-first teaching through to EHCPs and exam access arrangements. For parents, the most powerful actions are early identification, an informed relationship with the SENCO, and a home environment that builds on — rather than conflicts with — the strategies being used at school. With the right support in place, pupils with dyslexia and ADHD regularly succeed, thrive, and exceed expectations.