Liberal Democrat MP, Adam Dance, has brought forward a ten-minute bill calling for universal screening of neurodivergent traits in primary schools, alongside statutory guidance for teachers.
Dance, the MP for Yeovil, said the test would give teachers “a light-touch, observation-based tool to help them recognise needs earlier and adjust their teaching accordingly”.
He called on the Department for Education to incorporate the proposals into its upcoming SEND reforms.
Dance, who is dyslexic and has ADHD, acknowledged that teachers might be worried about additional bureaucracy, but said that the bill was designed “to make life easier, not harder”.
Writing in Schools Week, Dance said that the existing phonics tests was “not enough” and was only a “narrow measure” that failed to inform teachers adequately “about the skills that shape learning, from phonological processing to working memory”.
“In some cases, children are drilled to memorise the words, and the deeper challenges they face are missed,” Dance said.
“As a result, too many children fall through the gaps. By the time their difficulties are spotted, frustration and loss of confidence have already taken root.
“Parents tell me again and again that years were wasted before their child was recognised as needing support.”
My bill is not a silver bullet, but by helping teachers identify needs earlier, we can prevent more children from reaching crisis point
The MP said that a national framework would provide consistency and confidence “building on what teachers already do instinctively: noticing when a child is struggling and adapting to help them. With clear training and guidance, those instincts would be backed up with knowledge and tools. Far from increasing stress, it could help reduce it”.
He added: “My bill is not a silver bullet, but by helping teachers identify needs earlier, we can prevent more children from reaching crisis point and reduce demand on the most intensive forms of provision. That is in the interests of children, schools and the wider system.
“For me, this is more than a policy idea; it is personal. I grew up with severe dyslexia and ADHD. I know how it feels to be called lazy or disruptive when in fact you are struggling to keep up. I know what it is to carry shame from being made to take medication in front of classmates, or the hurt of being bullied for being different. Those scars do not fade.
“I also know what a difference it makes when someone believes in you. Teaching staff who backed me gave me the confidence to keep going. One of them now works alongside me in parliament. That faith is what every child deserves.”
