A new study has revealed significant achievement gaps between students with special educational needs and disabilities (SEND) and their peers. The research, which tracked over 2.5 million Year 6 students in the UK, found that children with specific learning difficulties, including dyslexia and communication disorders, are, on average, 1.5 to 2 years behind in reading, writing, and mathematics.
The gap is particularly pronounced for students with dyslexia and communication disorders, while students with autism are approximately one year behind their peers.
Widening gaps in key academic areas
The findings highlighted that students with SEND continue to fall further behind, particularly in mathematics. Researchers observed that the achievement gap in maths widened over time, while literacy skills also posed significant challenges. Despite legislative frameworks aimed at supporting these learners, the educational system still struggles to effectively meet their needs.
The report emphasised the need for more personalised learning approaches, particularly for students with neurodiverse conditions. It also called for a more tailored approach to teaching, advocating for a deeper understanding of varied learning styles.
Nathan Giaccio, a lecturer in speech pathology at the University of South Australia, stressed that current curriculums demand high levels of social and academic competence, which may not align with the learning styles of neurodivergent students.
“For every two steps forward a neurotypical child takes, their neurodivergent peers need to duck, pivot, leap 10 steps—and collapse in exhaustion,” he said.
Issues felt across educational systems and around the globe
The study underscored a critical gap in the preparation of teaching staff to support SEND students. Experts called for additional funding and professional development for teachers and teaching assistants to help address this ongoing issue. This need was echoed in the academic achievement report, which found that current interventions, such as relying heavily on teaching assistants without proper training, might even exacerbate the gap.
In Australia, similar trends have emerged. Professor Robyn Young of Flinders University noted that the current system uses a “band-aid approach” that does not work for neurodiverse students. She advocates for a shift towards “neuro-affirming” educational environments, designed to accommodate the sensory and emotional needs of students.
Young pointed out that too often, students with autism are unable to thrive because of stressful learning environments. “To teach a student the three R’s they need to be in a state of readiness to learn. Too often, that is overlooked as the school environment is too stressful,” she said.
Policy and curriculum changes needed
The study’s authors called for a comprehensive overhaul of current educational strategies for students with SEND. This includes curriculum reform, increased funding, and specialised teacher training to better address the unique learning needs of these students.
The report stressed that educational policy needs to move beyond superficial comparisons of academic performance and focus on developmental progress within individuals.