Adam Dance’s Dyslexia Campaign: What Families in Cornwall Need to Know
Updated: Oct 2
When dyslexia is discussed in Parliament, it can bring hope that children’s difficulties will be recognised earlier and support will become easier to access.
It can also leave families wondering what has actually changed. Will schools now screen every child? Does screening provide a diagnosis? And what should you do if your child is struggling today?
Adam Dance, MP for Yeovil, has raised these issues through his campaigning on neurodivergence, screening and teacher training. Although he represents a Somerset constituency, the questions are relevant to families in Cornwall and across England.
Here is what the campaign means—and the practical steps you can take now.
What did Adam Dance bring to Parliament?
On 10 September 2025, Adam Dance introduced his Neurodivergence (Screening and Teacher Training) Bill in the House of Commons.
The proposal concerned screening for neurodivergence in primary-school children and teacher training. In his speech, he described his own experiences of dyslexia and ADHD, including difficulties at school and the importance of receiving support.
His campaign places attention on questions many families recognise: how difficulties are noticed, what teachers need to understand, and how recognition leads to useful help.
Introducing a Bill, however, does not make its proposals law.
Are all primary-school children now being screened for dyslexia?
No. Families should not assume that a universal dyslexia screening programme has been introduced.
In a parliamentary response dated 8 September 2026, the Department for Education said it did not currently plan to introduce universal dyslexia screening or a national dyslexia-specific diagnostic pathway.
The response instead emphasised identifying emerging needs and providing support promptly, whether or not a child has a formal diagnosis.
This distinction matters. A campaign, a proposed Bill and an implemented policy are different things.
What is the difference between screening and diagnosis?
Screening identifies possible concerns or risk. It can help indicate whether further investigation or support may be needed.
A diagnostic assessment considers whether the wider evidence supports a diagnosis of dyslexia. It brings together developmental and educational history, reading and spelling, relevant processing skills, observations and everyday experiences.
A screening result cannot provide that full picture. It should not be treated as a definitive diagnosis or as proof that a child has no difficulties.
Current dyslexia assessment research supports drawing together several sources of evidence rather than relying on a single score or indicator.
Recognising a concern should lead to appropriate teaching and monitoring. It does not always mean that an immediate diagnostic assessment is the next step.
Why does teacher understanding matter?
Teachers need to recognise when a child is finding literacy unusually demanding and respond with teaching suited to their needs.
They also need to understand that children’s experiences vary. A pupil may struggle openly, or achieve reasonable results while needing considerable time, effort or support.
Recognising difficulty is only the beginning. Useful questions include:
Which reading or spelling skills need teaching?
What makes classroom tasks harder to access?
How will progress be monitored?
When should further advice be sought?
Awareness should translate into practical action and review.
What does this mean for families in Cornwall?
The campaign does not create a separate assessment entitlement or screening system for Cornwall.
For families locally, the immediate priority remains understanding your child’s needs and discussing support with school.
You do not need to wait for a national policy change before raising concerns. Nor should a lack of diagnosis become a reason to postpone help.
The Department for Education’s September 2026 response reiterates that meeting a child’s SEND needs does not require a diagnostic label. Support should follow identified needs and be reviewed as part of a graduated approach.
What can you ask your child’s school?
Request a conversation with their teacher or SENCo. Take a few specific examples, such as difficulty reading unfamiliar words, persistent spelling problems or distress around homework.
You might ask:
“What are you noticing about my child’s reading and spelling?”
“Which skills are you targeting, and how often is that teaching happening?”
“How will we know whether the support is helping?”
“When will we meet again to review progress?”
Include your child’s perspective. They may be able to explain what feels difficult, embarrassing or tiring.
If they already have an assessment report, ask how its recommendations will be put into practice. Strategies should be trialled, reviewed and adapted rather than simply recorded in a plan.
What if your child is doing well academically?
Good attainment does not always mean learning feels easy.
Some children manage through substantial effort, support or strategies they have developed. Their history and experience deserve attention alongside their results.
However, we should not assume that an underlying processing difficulty automatically means dyslexia. The assessment needs to consider whether reading and spelling development is, or has been, affected.
The aim is a balanced understanding of the evidence and the child’s actual needs.
Keeping confidence central to support
Public discussion often focuses on screening, diagnosis and funding. These are important, but children also need to understand themselves kindly and accurately.
Repeated struggles can affect how some children view themselves as learners. Research highlights the relevance of supportive relationships and understanding of their difficulties, while showing that low overall self-esteem is not inevitable.
For me, this is central to improving support. A child needs more than adults noticing a difficulty: they need an explanation they can understand and learning experiences that help them feel capable.
You might say:
“We can see that some parts of learning are taking more effort. We’re going to work together to understand what helps.”
When might a dyslexia assessment help?
An assessment may be useful when reading and spelling difficulties persist, the picture remains unclear, or you need a fuller understanding to guide support.
It can help explain the learning profile and provide recommendations. It does not automatically guarantee an EHCP, additional funding or particular exam arrangements.
If you are unsure whether assessment is appropriate, discussing the concerns before booking can help you make an informed decision.
Finding your next step
Adam Dance’s campaigning keeps important questions about recognition and support in public discussion. For an individual family, the most useful next step is one that addresses the child’s needs now.
If you would like to talk through concerns about your child—or your own longstanding literacy difficulties—you can book a free advice call.
We can discuss the support already in place and whether a dyslexia assessment would be helpful.
You can also explore my free courses and resources, including videos and self-help guides. The courses are self-paced, with audio available throughout, to help you develop a clearer understanding of dyslexia and related learning needs.
Updated October 2026. Parliamentary proposals and government policy can change; the dated information above distinguishes the campaign from the government’s stated position.
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