The Steering Group oversees the work and governance of the Specific Learning Difficulties Network, to ensure that it delivers the outcomes, benefits and objectives for which it was set up, and to provide independent perspective and guidance for its work. Importantly, the Steering Group is independent of the SLDN project group, and is chaired by an independent expert; Professor Jill Morrison. It meets twice a year with SLDN leaders to review and agree work done across the Network.

The Steering Group includes representatives of the two core stakeholder communities: people with lived experience of dyslexia, dyscalculia and dysgraphia, and professionals who work with people who have these conditions. These members provide practical insight and input across the Network’s focus and activities. Tamasin Knight represents the perspective of people with lived experience, and Mark Turner the professional community.

The Network Co-chairs and leads of the SLDN Working Groups make up the remaining membership of the Steering Group.

Prof Jill Morrison

Jill Morrison is Emeritus Professor of General Practice and Honorary Senior Research Fellow at the University of Glasgow. Her research interests are Primary Care Mental Health, Learning Disabilities and Medical Education. Jill was Clerk of Senate and Vice Principal in the University from 2018 until 2022 and was responsible for Academic Governance throughout the pandemic period. She was also the University’s Research Integrity Champion and Gender Champion.

Dr Tamasin Knight

Dr Tamasin Knight is a consultant in public health medicine in NHS Scotland, deputy chair of the BMA public health medicine committee and a passionate advocate for celebrating and supporting dyslexia. Tamasin works closely with Dyslexia Scotland to campaign for better support for people with dyslexia. Alongside better support, Tamasin wants to disrupt the negative stereotypes about dyslexia.

Dr Mark Turner

Mark Turner is Co-founder of Real Group and Real Training. His journey began not in a boardroom, but in the classroom. As a primary school teacher and then a SENCO, Mark witnessed firsthand the challenges teachers face and the transformative power of exceptional inclusive teaching. Mark went on to qualify as an educational psychologist (EP), progressing to a senior role that saw him work closely with school leaders across London and Kent and mentor other EPs.