As part of proposed reforms to the special educational needs and disabilities (SEND) system, the department is working in partnership with UK Research and Innovation (UKRI) to deliver new government-backed research on special educational needs (SEN) identification and support. This research will help strengthen the evidence base on early identification, strengths and needs assessment, and effective support for children and young people with SEN, with the aim of developing and rolling out approaches that can be integrated into education settings by 2028.

Effective early identification and intervention are critical to improving outcomes for children and young people with SEN.

Through the department’s programme of SEND reform, we are working to improve access to support for children and young people with SEN, including those with dyslexia. This includes the development of National Inclusion Standards, informed by evidence, to support mainstream settings to meet children and young people's needs as early as possible. The department has also commissioned a new longitudinal study of children and young people with SEN to understand experiences and outcomes over time, including on support received in education.

Effective timely identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. We recognise that special educational needs do not always become apparent in the early years of education, and that needs can emerge, change or become more visible during adolescence as social, emotional and academic demands increase

The Code of Practice makes it clear that we expect teachers to monitor the progress of all pupils and put support in place where needed. Access to targeted educational support should not be dependent on a child or young person having a diagnosis. Instead, evidence-based support should be put in place at the earliest possible point following the identification of a need. This is to ensure that children and young people do not miss out on high-quality teaching and support, which limits progress, confidence, independence, and future life chances.

To support settings, we are strengthening the evidence base of what works to improve timely identification in mainstream settings. The department has appointed an independent expert panel to develop the National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs.

We are clear that education settings have an ongoing and important role to play in promoting and supporting the mental health and wellbeing of their pupils.

The department is committed to ensuring that young people with special educational needs and disabilities (SEND), including dyslexia, can access high-quality post-16 education and progress into employment, apprenticeships or further study. Providers are expected to make reasonable adjustments and provide tailored support so learners can participate in study and work-related learning.

The department wants every young person to benefit from high-quality, inclusive work experience during secondary education. We are working with the Careers & Enterprise Company and Careers Hubs to help secondary schools and specialist settings increase workplace experiences, including through employer brokerage and SEND-focused resources. In addition, through Jobcentre Plus, eligible young people can access voluntary work experience opportunities, tailored where appropriate to reflect individual needs and circumstances.

Supported internships offer 16 to 24-year-olds with an Education, Health and Care (EHC) plan a structured work-based study programme, substantial placement and job coach support. In 2026/27, we are testing this model for young people without an EHC plan, backed by up to £9 million.

Careers adviser qualifications and continuing professional development (CPD) include content on special educational needs and disabilities (SEND). This helps advisers understand dyslexia and other forms of neurodiversity, identify barriers to learning and progression, work effectively with special educational needs coordinators and other professionals, and provide tailored careers guidance.

To further strengthen support for young people with SEND, the department has commissioned Transform Your Training to develop a series of CPD modules for careers advisers, including a module focused specifically on supporting young people with SEND.

The independent Office for National Statistics estimate that there are 981,000 16-24 year-olds not in education, employment and training, down 30,000 (0.5% points) on the quarter. The DWP does not hold data on what proportion of young people not in education, employment or training have dyslexia.

With around one million young people not in education, employment and training, this Government will not leave an entire generation of young people behind.

The Government is investing an additional £2.5 billion by 2029 into the Youth Guarantee and the Growth and Skills Levy. This investment will support almost one million young people and create up to 500,000 opportunities to earn and learn, including through expanded network of Youth Hubs, earlier intensive support in Jobs Centres through a new Youth Guarantee Gateway, additional work experience and training opportunities, a £3,000 Youth Jobs Grant and £2,000 apprenticeship hiring payment for employers, and a fully funded six month job for long-term unemployed 18–24-year-olds.

We also recognise the crisis of participation that Alan Milburn has so clearly laid out in his interim report. We will use this interim report to continue to build our reforms and look forward to final recommendations in the Autumn.

It is vital that students with special educational needs and/or disabilities, including those with dyslexia and other neurodivergent conditions, can access exams and assessments without disadvantage. The Equality Act 2010 requires awarding organisations to make reasonable adjustments where a disabled student would otherwise be placed at a substantial disadvantage when undertaking an assessment.

The independent Curriculum and Assessment Review took an evidence-led approach, drawing on data and engagement with experts, stakeholders and the public, including consideration of the experiences of children and young people with special educational needs and disabilities.

We have carefully considered this evidence and will make improvements where the Review recommends change is needed. As qualifications are reformed, we will work closely with Ofqual and awarding organisations to ensure accessibility is fully considered throughout the qualification development process, including for students with special educational needs and/or disabilities.

Effective early identification and support are critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those who may have neurodivergent differences such as dyslexia or ADHD.

The SEND Code of Practice is clear that identifying and meeting a child's SEND does not require a diagnostic label. Education settings should identify and respond to needs at the earliest opportunity through a graduated approach, with support determined by a child or young person's needs.

The department is strengthening the education system's ability to identify and meet needs earlier and more consistently through the development of National Inclusion Standards. These will support education settings to provide appropriate support based on need, helping to ensure that children and young people can access support without having to wait for a diagnosis, regardless of where they live.

Furthermore, the department is strengthening its needs-led approach through the new Experts at Hand offer. Backed by £1.8 billion over the next three years, it will give mainstream education settings direct access to specialist expertise without the need for a referral, helping to ensure that all children and young people can access timely support when they need it, based on their identified needs.

Effective early identification and support are critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those who may have neurodivergent differences such as dyslexia or ADHD.

The SEND Code of Practice is clear that identifying and meeting a child's SEND does not require a diagnostic label. Education settings should identify and respond to needs at the earliest opportunity through a graduated approach, with support determined by a child or young person's needs.

The department is strengthening the education system's ability to identify and meet needs earlier and more consistently through the development of National Inclusion Standards. These will support education settings to provide appropriate support based on need, helping to ensure that children and young people can access support without having to wait for a diagnosis, regardless of where they live.

Furthermore, the department is strengthening its needs-led approach through the new Experts at Hand offer. Backed by £1.8 billion over the next three years, it will give mainstream education settings direct access to specialist expertise without the need for a referral, helping to ensure that all children and young people can access timely support when they need it, based on their identified needs.

The department does not hold data on all professional development completed by teachers. Decisions relating to teachers’ professional development rest with schools, headteachers and teachers themselves, as they are in the best position to judge their own requirements.

The department does deliver professional development for teachers to support children and young people with reading difficulties, for which we have information on take up.

For example, ‘Reading Ambition for All’ is a continuous professional development programme delivered by our regional improvement for standards and excellence English Hubs, which is primarily aimed at reading leaders, special educational needs co-ordinators and senior leaders. The programme draws on the latest research on how children learn to read and explores the appropriate teaching, support and provision for the lowest attaining children in reading, with a particular focus on those with special educational needs and disabilities. So far, 1,181 schools have taken part in this programme.

Additionally, the national professional qualification (NPQ) for leading literacy supports leaders of literacy to develop all pupils’ language capability and word reading skills, as well as how to contribute to effective professional development linked to literacy in their own setting. The latest published data shows that over 7000 teachers have taken this NPQ since it was introduced.

DWP recognises the importance of providing learning to enable all work coaches, to meet the needs of all our customers’, including those with dyslexia.

New to role Jobcentre Plus work coaches receive role specific learning, which:

• provides a definition of dyslexia and explains the impacts this may have on customers
• provides awareness of undiagnosed hidden disability
• ensures learners understand both their Public Sector Equality Duty responsibilities, and how to support customers’ additional needs
• enables staff to signpost customers to appropriate external specialist support.

All Work Coaches have access to and are supported with online point of need learning, which includes recognising the challenges faced by jobseekers with dyslexia and signposting to appropriate external support.

HM Courts and Tribunal Service (HMCTS) has a legal duty under the Equality Act 2010 to provide reasonable adjustments for users with disabilities, including dyslexia.

HMCTS supports court and tribunal users with dyslexia and autism through its reasonable adjustment process. The type of reasonable adjustments we can provide to support users with dyslexia and or autism include:

• providing our forms in Alternative formats such as large print;

• providing our guidance in audio or easy read;

• allowing more time to explain procedures;

• offering to read forms and leaflets out to our users;

• allowing more time in hearings;

• allowing a close relative or carer to accompany the person;

• consider appointing an intermediary to help communication;

• explanations and instructions given slowly and clearly;

• fully or partially remote hearings; and,

• speaking slowly and allowing extra time to answer.

HMCTS is a member of the Hidden Disabilities Sunflower network to help people visiting court and tribunal buildings who may need additional support. Users who choose to wear the Hidden Disabilities Sunflower are discreetly indicating they need additional support, help or a little more time. Court and tribunal staff know how to recognise the Sunflower lanyard and may ask what we can do to help. Sunflower lanyards are available in all our buildings free of charge.

Users are encouraged to contact HMCTS to discuss any particular adjustments so that the support can be tailored to their individual needs. Staff will sensitively ask those needing reasonable adjustments what support they need.

The Equal Treatment Bench Book, published by Judicial College (Equal Treatment Bench Book - Courts and Tribunals Judiciary) contains guidance on fair treatment, equality issues and general information on disability issues and religion for judges. It includes information on dyslexia and autism and how to support court and tribunal users.

Effective early identification and intervention is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The department recognises that special educational needs, including dyslexia, do not always become apparent in the early years of education. Needs can emerge, change or become more visible later in school or in post-16 settings as academic and social demands increase.

The department’s reforms are designed to support identification whenever needs arise and to provide a clear route from identification to support. This includes access to targeted interventions, specialist advice through Experts at Hand and an Individual Support Plan, where appropriate. This will help ensure that children and young people can access the support they need, regardless of when their needs are identified.

Effective early identification and intervention is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND Code of Practice makes it clear that meeting the needs of a child with SEND does not require a diagnostic label. Instead, practitioners should identify and address pupils' needs at the earliest opportunity through a graduated approach, in which progress is regularly assessed, and support is provided based on an individual's identified needs.

The department's SEND reforms will support earlier and more consistent identification of need through the National Inclusion Standards. The reforms will set out the ordinarily available provision that should be in every setting across the 0 to 25 system, as well as the evidence-based tools and approaches for educators to identify and support children and young people with SEND.

The department does not currently plan to introduce universal screening for dyslexia or a national dyslexia-specific diagnostic pathway. We expect practitioners to monitor the progress of all pupils, identify emerging difficulties and put appropriate support in place promptly, regardless of whether a child has received a formal diagnosis.

Sir Charlie Mayfield’s independent Keep Britain Working Review, published on 5 November 2025, highlighted the scale of the problem of people falling out of work for reasons of ill-health and disability, and the vital role employers can play in addressing this. The Review identified structural challenges for disabled people and people with learning disabilities, such as dyslexia, creating barriers to starting and staying in work, and proposed reforms to create healthier, more inclusive workplaces.

The Review was not condition specific but takes a needs-based approach, focussed on the wider structural and health related barriers that prevent disabled people and those with physical and mental health conditions from entering or staying in work. This includes development of good practice and outcomes for creating thriving, healthy workplaces, to be developed into a robust, recognised standard; creating effective, employer-facing Workplace Health Provision; and driving adoption through evidence and incentives.

The Workplace Health Intelligence Unit is in its design phase. We are working with Vanguard employers to better define the data we think will underpin the new system, and how it can be collected. This will then be built into the design of the WHIU, so that it can provide an effective baseline for employers looking to improve their return-to-work process and results, reduce their sickness absence and achieve greater inclusion of disabled people and people with learning disabilities.

The Disability Confident Scheme encourages employers to create inclusive workplaces for those with long-term health conditions, including neurodivergent people such as those with dyslexia, to get into work and succeed in work. The scheme helps employers develop the knowledge, skills and confidence needed to attract, recruit, retain and develop disabled employees, while providing access to guidance and practical resources to support inclusive employment practices.

Employers can already access a range of support through GOV.UK, including guidance on employing disabled people and people with health conditions [Employing disabled people and people with health conditions - GOV.UK]. This includes information on supporting people with dyslexia and other hidden disabilities throughout recruitment and employment. The Disability Confident Line Manager Guide also provides practical advice on supporting employees with specific disabilities, long-term health conditions and learning difficulties, including dyslexia [Recruiting, managing and developing disabled people: a practical guide for managers - GOV.UK].

We recognise that employers may benefit from additional practical support to build disability-inclusive workplaces. As part of our programme of reform for the Disability Confident Scheme, we are improving the guidance and resources available to employers. This will provide clearer, more practical information on inclusive recruitment, workplace adjustments, and supporting disabled and neurodivergent people, including those with dyslexia. These reforms will strengthen the support available to employers while maintaining Disability Confident as a voluntary scheme that helps organisations become more inclusive and accessible.

Ofqual, as the independent qualifications regulator, is responsible for regulating GCSEs and A levels and for ensuring that qualifications are designed and delivered in a way that promotes accessibility and minimises unnecessary barriers for students, including those with dyslexia.

Under the Equality Act 2010, awarding organisations are required to make reasonable adjustments where a disabled student would otherwise be placed at a substantial disadvantage when taking an assessment. Ofqual requires awarding organisations to have arrangements in place to meet these obligations and to ensure that disabled students are not disadvantaged when taking qualifications.

Access arrangements, including reasonable adjustments, are intended to ensure that students can be validly assessed and are not unfairly disadvantaged. A range of access arrangements and reasonable adjustments is available for eligible students, including extra time, the use of a computer, a reader, a scribe, and other appropriate support.

The special educational needs and disabilities (SEND) Code of Practice requires a person-centred approach to identifying SEND (including dyslexia) in children and young people, placing emphasis on the individual’s own views and choices after compulsory school age. Identification should consider social, emotional, and developmental factors alongside academic progress, as some high-achieving learners may mask underlying needs. Post-16 providers also have a statutory duty to use screening and transition information to identify and support needs early.

The SEND reform consultation ‘Putting Children and Young People First’ aims to improve consistency in identification and support, helping to identify and support unmet or late-emerging needs more effectively.

The consultation also proposed a £1.6 billion Inclusive Mainstream Fund given to schools, colleges and early years settings to deliver an improved inclusion offer, national SEND training for all staff, backed by over £200 million over three years, and new National Inclusion Standards and early identification tools to support the provision of earlier and more consistent help.

Through competitive tender process, the department has commissioned ‘Transform Your Training’ to develop a series of continuing professional development (CPD) modules for careers advisers, including a module on supporting young people with special educational needs and disabilities (SEND).

Careers adviser qualifications and CPD cover SEND, helping advisers to understand dyslexia, identify barriers to learning and progression, work with special educational needs coordinators and other professionals, and provide personalised careers guidance.

Careers advisers help young people understand education, training and employment options, including the assessment approaches and progression requirements for different pathways. Education and training providers are responsible for preparing learners for assessments and providing appropriate support.

Through competitive tender process, the department has commissioned ‘Transform Your Training’ to develop a series of continuing professional development (CPD) modules for careers advisers, including a module on supporting young people with special educational needs and disabilities (SEND).

Careers adviser qualifications and CPD cover SEND, helping advisers to understand dyslexia, identify barriers to learning and progression, work with special educational needs coordinators and other professionals, and provide personalised careers guidance.

Careers advisers help young people understand education, training and employment options, including the assessment approaches and progression requirements for different pathways. Education and training providers are responsible for preparing learners for assessments and providing appropriate support.

The department is investing around £1.8 billion over three years to develop a new Experts at Hand offer, giving mainstream settings access to specialist support from key health and education professionals, including speech and language therapists, occupational therapists, educational psychologists (and assistants) and specialist teachers.

Experts at Hand will support mainstream settings to better identify and meet the needs of pupils with special educational needs and disabilities (SEND), including those with dyslexia, through dedicated professional expertise delivered alongside setting staff. It will support earlier identification of need, strengthen workforce confidence and capability, and provide timely, evidence-based support within everyday learning environments. Specialists will work with teachers through observation, light-touch assessment and advise on effective strategies, helping to embed evidence-informed practice and inclusive support.

Beyond this we are supporting all teachers with continuing professional development through the launch of a new landmark training package on inclusion, with an investment of over £200 million over three years.