Support for Dyslexic Pupils

Jim Shannon Excerpts

Tuesday 11th November 2025 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a real privilege to serve under your chairship, Ms Butler. I thank the hon. Members for Yeovil (Adam Dance) and for Broxtowe (Juliet Campbell) for setting the scene. Nothing tells a story better than personal stories, and both Members gave us their thoughts on where we should be. By doing so, they inspire others out there who have dyslexia, and perhaps other issues, who can maybe say to themselves, “If he or she can do that, perhaps I can do the same.” I know that is the ambition of both Members and hope it will be the case.

I am pretty sure I am the oldest person present; I can look back to the early ’60s as a child at Ballywalter primary school. I remember it well. The boys all tended to play together and the girls played together—maybe that was the way it was back in those days—and there were young boys who definitely had issues. I never knew what they were and never once understood their problems, but I do understand that they had some of the symptoms of dyslexia, and perhaps other things as well. Looking back, I do not think anybody knew what dyslexia, autism or any other issues were. The hon. Member for Edinburgh South West (Dr Arthur) referred to people saying, “They’ll grow out of it”—I heard those words often from the teachers—but they did not.

I will give a Northern Ireland perspective, as I always do in these debates, because it adds to the information and helps the Minster—who has no responsibility at all for Northern Ireland—to understand what we have there. The issue of dyslexia impacts every region of this United Kingdom of Great Britain and Northern Ireland. Although Northern Ireland does not fall under the direct remit of the Department for Education, sharing information and best practice is vital to ensure that we arm those with dyslexia to fight their way to their chosen career, without the limitation of how they learn affecting their outcomes. The fact is—we all believe this—that they can achieve their goals and job expectations. That is what education should and must do.

In Northern Ireland, studies suggest that unfortunately some 25% of pupils may have some form of dyslexic-type difficulty, while around 10% require additional support. Similar to what others have said, in the 2020-21 school year, over 9,300 children in Northern Ireland were officially listed as having dyslexia or specific literacy difficulties.

The way we view dyslexia has changed massively in recent years, and that is good news. They know what it is now. They did not know when I was at school, back in the ’60s and early ’70s, but it is good news that they know now. Dyslexia is no longer a barrier to education, but we must see it as a different route within education so that people can achieve. This debate is about how that happens, and how they do it here on the mainland.

The hon. Member for Bath (Wera Hobhouse) referred to Jamie Oliver and his event in the Churchill Room; just listen to the story he told and the success he has had. It is not just him; we should look at Lord Sugar and Richard Branson, who are very successful businessmen. Holly Willoughby is successful as a presenter, as is Keira Knightley as an actress. Even our own Princess Beatrice, who delivers speeches so beautifully, speaks eloquently on this issue. When we look at the examples of those who have done well, we must say, “If they can do it, then I’ll tell you what: we can do it as well!” We can see that there is no barrier—and there should be no barrier—to success when we give children the tools to their own learning to help them to succeed and achieve.

It is important to focus on early support and intervention. When it comes to dyslexia, identifying the signs early can make a world of difference. By spotting indicators early, we can create the tailored pathways that help children to thrive in their education and personal development. A bit more time spent now will help them to achieve their dreams and goals. This can and must happen.

I wish the Minister well in responding to the debate. I do not doubt for one second her commitment to try to do better. Schools also need support. Reading recovery schemes are essential, as is ensuring that early years teachers can spot the signs and signpost for assessment and help. The earlier we can spot the need, the easier the intervention will be. The hopes are that by high school time, the child will understand their needs and get support, ranging from a scribe to simply getting their tests on a different kind of paper—something so small can make a big difference.

I conclude with this, Ms Butler, because that cough of yours is getting worse—I say that very kindly. [Laughter.] Schools need the funding and expertise to get the tools right for each child, and that can come only with a confident system in place. We all look to the Minister to provide guidance and support for schools; will she also share that with us in Northern Ireland?