At LoveReading4Kids, we believe every child deserves the chance to thrive as a reader. Not just those who read fluently and confidently, but also those who face daily hurdles in the classroom. One in ten children in the UK is thought to be dyslexic. Yet, a major new report by the British Dyslexia Association (BDA) reveals a shocking truth: despite their intelligence, creativity and potential, dyslexic pupils continue to be left behind, particularly when it comes to GCSE success.

The GCSE Divide

According to the BDA's Mind the Gap report published this week, just 21.6% of pupils with dyslexia achieved a grade 5 or above in both English and Maths GCSE in 2023/24. It's shocking when we compare this to the 51.9% of their non-dyslexic peers. That’s a gap of over 30 percentage points, and it’s not getting any smaller. In fact, it’s growing.

Why?

Because our education system still assesses success largely through timed, text-heavy exams, a format that simply doesn’t reflect how many dyslexic students learn best.

Dyslexia Is Not a Deficit. But the System Treats It Like One

Dyslexia affects reading, spelling, memory and processing speed, but it has nothing to do with intelligence. Many dyslexic children are imaginative, lateral thinkers who excel in problem-solving, storytelling, design, or verbal communication. But these strengths rarely shine in a system that rewards fluency, speed, and standardised written expression. Particularly in high-stakes exams like GCSEs.

What does the BDA Report Show Us?

  • Many dyslexic students go undiagnosed until secondary school, or not at all.
  • SPaG marks (Spelling, Punctuation, and Grammar) penalise them across subjects, not just English.
  • Even with access arrangements (e.g. extra time), the structure of GCSEs still puts them at a disadvantage.
  • Failing English or Maths GCSE can limit access to A Levels, vocational qualifications, apprenticeships, and even jobs — compounding educational inequality.

“I always thought I was stupid.”

These aren't just statistics, they’re stories. Young people quoted in the report describe feeling "slow," "stupid," or "left behind," despite knowing they had the knowledge and drive to succeed. Many talk about the damage to their self-esteem, the struggle to gain qualifications despite repeated resits, and the heartbreak of missing out on career paths because they couldn’t pass maths or English.

What Needs to Change?

The BDA calls for systemic reform - and we wholeheartedly agree. Their key recommendations include:

  • A national dyslexia strategy and a named government lead.
  • Early screening and support, especially at primary level.
  • Inclusive teacher training to help build dyslexia-friendly classrooms.
  • More flexible assessments that recognise creative thinking and practical strengths.
  • Removing SPaG marks from non-language subjects or allowing the use of assistive tech.

What Can We Do as a Reading Community?

At LoveReading4Kids, we champion books and tools that meet readers where they are, not where an exam board says they should be. Here's how we can all help close the gap:

Read inclusively

Choose books with dyslexic protagonists, accessible formats (e.g. Barrington Stoke), and topics that celebrate different ways of thinking.

Have you seen our dyslexia friendly collections of books?

Have you read our post about how you can support your young reader with dyslexia?

Have you considered hi-lo books, check out this feature and reading recommendations.

Spot the signs

Struggling with spelling or slow reading doesn't mean a child isn’t smart, it could mean they need support.

Push for change

If you're a parent or educator, advocate for early identification, SEN support, and fairer exam policies.

Celebrate every reader

Fluency isn't the only path to understanding, empathy, or imagination.

It’s Time to Rethink Success

As the BDA powerfully reminds us: dyslexic students aren't failing, the system is failing them. If we want our education system to be truly inclusive, we need to look beyond grades and see the potential in every learner. Let’s make sure our shelves, and our support, reflect that.

Because all children deserve to love reading. And all children deserve to succeed.

Read the full BDA report or visit https://www.bdadyslexia.org.uk

#MindTheGap #Dyslexia