A growing number of children in the UK are struggling with dyscalculia, a learning difficulty often referred to as “number dyslexia,” which hinders their ability to understand and work with numbers. Campaigners, including parents and education specialists, are raising concerns that systemic shortcomings in the educational framework are leaving these children unsupported and at a disadvantage, setting them up for failure.
A Personal Struggle: Ava’s Journey with Dyscalculia
Eleven-year-old Ava, who was diagnosed with dyscalculia last year, is one of many children facing this challenge. Her mother, Lucy McGill from Bedale, has battled dyscalculia herself throughout her life. Lucy reports that before Ava received her diagnosis, her daughter felt excluded from the “clever team” in her school.
Dyscalculia affects approximately one in 20 people, as noted by the Dyscalculia Network. Ava underwent a private assessment costing £1,200, as there is currently no government funding available for such evaluations. In addition, she is receiving private tuition from a specialist teacher well-versed in dyscalculia. Ava described her diagnosis as “life-changing,” explaining that it helped her understand why she had struggled with mathematics.
“I really wanted someone to recognise this condition. It felt like something smashed my confidence,” she shared.
Calls for Systemic Change in Educational Policy
Lucy McGill is actively advocating for changes to educational policies that would allow children like Ava to use calculators and personal notes during SATs and GCSEs. She argues that such tools are essential for their success. “For Ava, a calculator and a workbook are her lifeline. They should accompany her through the education system,” Lucy emphasised.
Despite Ava’s diagnosis, the only adjustment offered by her school is additional time during tests, which Lucy deems inadequate. She points out a disparity where private school students often receive support in the form of calculator-assisted IGCSE exams, while their peers in state schools are not afforded the same opportunity. Lucy has expressed her concerns to her local MP, Rishi Sunak, as Ava prepares to sit her SATs in the coming weeks.
The Wider Impact of Dyscalculia
Emily Lynn, who was diagnosed with dyscalculia at the age of 31, recounted her challenging school experience where she excelled in other subjects but struggled intensely with mathematics. “It was humiliating to be singled out in front of my classmates,” she recalled, highlighting the emotional toll that undiagnosed learning difficulties can have on students.
Lynn’s experience underscores a troubling trend—many individuals with dyscalculia go undiagnosed for years, often leading to feelings of inadequacy and frustration. Now a member of the adult advisory board at the Dyscalculia Network, she advocates for better support systems to be put in place for young learners.
Expert Opinions and Legislative Efforts
Marijke Walters, a dyscalculia specialist, voiced her agreement with the need for a more robust approach to recognising and addressing this learning difficulty. “It should be taken as seriously as dyslexia,” she stated, emphasising the necessity for early identification and intervention.
Baroness Bull, a crossbench member of the House of Lords, has consistently raised the issue of dyscalculia in Parliament. She believes that children with this condition are being set up for failure due to a lack of awareness and support within the educational system. “About 6% of the population is thought to have dyscalculia, yet their needs are often overlooked,” she noted.
In response to parliamentary inquiries, the Department for Education has acknowledged the challenges faced by children with dyscalculia. They are investing £4 billion into reforms aimed at improving special educational needs (SEND) support, pledging to enhance inclusivity and training within schools. However, Baroness Blake of Leeds highlighted that there are no current plans to establish a national definition of dyscalculia, which is critical for ensuring that students receive the appropriate support.
Why it Matters
The challenges faced by children with dyscalculia reflect broader systemic issues within the UK’s educational landscape. The lack of recognition and support for this learning difficulty not only affects academic performance but can also have long-term implications for self-esteem and mental health. As advocacy and awareness efforts grow, it is essential for policymakers to implement meaningful changes that ensure all students receive the support they need to thrive—regardless of their learning difficulties. The future of countless children hangs in the balance, and it is crucial that their needs are recognised and addressed promptly.
