Dyslexia in Scottish Primary Schools: What My Research Found
In 2021, I carried out a piece of research close to my heart: looking at how dyslexia support was being provided within Scottish primary schools, specifically at the First Level (P2–P4). As both a teacher and someone with lived neurodivergent experience, I wanted to explore whether the systems and supports in place were truly helping children thrive, or if gaps were leaving them behind.
What We Already Knew
The literature was clear: dyslexia affects around 10–20% of the population, meaning in any class of 25 children, about five may be dyslexic. Dyslexia doesn’t affect intelligence, but without the right support, it can have lifelong consequences; lower confidence, poorer attainment, and a higher risk of children developing what’s called learned helplessness (that belief of “I can’t do it, so why try?”).
Scotland has strong inclusive education policies on paper, from Getting it Right for Every Child (GIRFEC) to the Curriculum for Excellence. But one issue stood out in the literature: there was little evidence on whether these policies actually translated into effective practice for dyslexic learners, especially at the critical early years of schooling.
Why I Took This Approach
My research was guided by a constructivist philosophy, I believed that teachers’ experiences, perceptions, and daily practices are vital to understanding how policies really work in the classroom. Numbers alone couldn’t tell the story. So, I carried out semi-structured interviews with teachers and support staff working in Scottish schools, giving them the space to share their insights honestly.
What I Found
The findings confirmed what many families and educators already sense: support for dyslexic children is inconsistent and heavily dependent on individual schools, councils, and even teacher attitudes.
The key themes included:
✨ Policy & Resources – Teachers recognised policies existed, but often said they weren’t backed with enough funding, training, or staff. On paper, support looked good. In practice, children still faced disadvantages.
✨ Teacher Attitudes & Knowledge – Where staff were confident and trained in dyslexia strategies, children thrived. Where they weren’t, dyslexia was minimised, misunderstood, or overlooked.
✨ Early Intervention – Teachers felt assessment and identification often happened too late. Early intervention could have made a huge difference to confidence and attainment.
✨ Lifelong Struggles – Teachers acknowledged that even with support, assessments and exam structures left dyslexic learners at a disadvantage. Many worried about the impact on children’s self-esteem and long-term outcomes.
The Gaps
The research highlighted several gaps:
Policies are not consistently implemented across Scotland.
Teachers lack sufficient training on dyslexia during initial teacher education.
Resources and staffing levels are not enough to deliver 1:1 or tailored support.
Assessments are not dyslexia-friendly, creating additional barriers.
Where Do We Go Next?
The recurring theme was clear: dyslexia support in Scotland depends too much on postcode and teacher training. What we need is:
Nationally consistent support and resources, so every child has access to the same quality of help.
Stronger teacher training, embedding dyslexia awareness into every teacher’s toolkit.
Early intervention, identifying and supporting dyslexia as soon as signs appear.
Rethinking assessments, making them fairer for neurodiverse learners.
Why This Still Matters Today
This study may have been completed in 2021, but the findings remain deeply relevant. If we want dyslexic children to leave school feeling capable, confident, and valued, we need to listen; to families, to teachers, and most importantly, to the children themselves.
At Kindling Minds, my mission continues: to raise awareness, challenge misconceptions, and advocate for better systems so every neurodiverse child can thrive.
