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<\/p>\n[et_pb_section fb_built=”1″ admin_label=”Section – Resources” _builder_version=”4.16″ _module_preset=”default” width=”100%” custom_margin=”100px||||false|false” custom_margin_tablet=”150px||||false|false” custom_margin_phone=”150px||||false|false” custom_margin_last_edited=”on|desktop” global_colors_info=”{}”][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.16″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt Header – Outputs” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
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SLDN’s activities and interests have generated diverse outputs from press coverage and op-ed pieces in mainstream as sell as specialist media to academic publications in specialist journals. Some of these are highlighted below.\u00a0See also the Resources<\/a> page for an array of tools for teachers, parents and professionals.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/08\/sldn-preprint_new.jpg” alt=”screenshot of preprint” title_text=”sldn-preprint_new” url=”https:\/\/osf.io\/preprints\/psyarxiv\/qekpf_v1″ _builder_version=”4.27.7″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt -Ailbhe’s Article ” _builder_version=”4.27.7″ _module_preset=”default” text_font=”||||||||” global_colors_info=”{}”]<\/p>\n New preprint by researchers from SLDN available<\/p>\n The Specific Learning Difficulties Network (SLDN) was established in 2022 to bring together UK researchers and stakeholders to foster an infrastructure and network for interdisciplinary collaboration and participatory research methods. The SLDN\u2019s goal is to conduct research aimed at improving the quality of life of people with specific learning difficulties (SpLDs; dyslexia, dysgraphia and dyscalculia). This short report details a co-production research priority exercise where stakeholders (individuals with diagnosis, family connection, or community leaders) and researchers collaborated to co-produce research questions about SpLDs. These co-developed research questions can be used to guide future research of the SLDN or other researchers.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” width=”100%” max_width=”2252px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/08\/ScottishConsultationResponse-300×212.png” alt=”Scottish Consultation Response image” title_text=”ScottishConsultationResponse” url=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/08\/Scottish-consultation-on-childrens-learning-SLDN-submission.pdf” _builder_version=”4.27.7″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt -Scot Consultation Response” _builder_version=”4.27.7″ _module_preset=”default” text_font=”||||||||” global_colors_info=”{}”]<\/p>\n Researchers and practitioners from SLDN have submitted a joint response from the Network to the Scottish Government’s consultation on Children’s Learning – Code of Practice.\u00a0You can read that response in full here<\/a>.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” width=”100%” max_width=”2252px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2026\/08\/sldn-dyslexia.jpg” alt=”Maggie Snowling TES image” title_text=”sldn-dyslexia” url=”https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1002\/dys.70022″ _builder_version=”4.27.7″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt -Article in Dyslexia” _builder_version=”4.27.7″ _module_preset=”default” text_font=”||||||||” global_colors_info=”{}”]<\/p>\n A group of researchers from around the SLDN created a response to the recent Delphi study that produced a new definition of dyslexia, and that response was published in ‘Dyslexia – Ain international journal of research and practice’.<\/p>\n Inconsistencies in the definition and diagnosis of dyslexia continue to impede research, assessment, and intervention. This paper, authored by members of the UK Specific Learning Difficulties Network, critically examines a recent effort to establish a consensus definition and guidance for assessment and intervention for dyslexia, which involved 58 experts from academia, practice and lived experience. The resulting framework offers a developmental, multifactorial and continuum-based perspective. It expands on prevailing definitions by highlighting the influence of multiple genetic, environmental and cognitive factors, as well as developmental changes in dyslexia profiles. However, unresolved issues remain, including ambiguity around prevalence and the role of general cognitive functioning, and a lack of clear guidance for educators. The definition also lacks clarity on assessment and intervention, especially in global contexts where teaching practice may be highly variable. Co-occurrence with language and mathematics difficulties is acknowledged but underexplored, limiting implications for practice. Whilst the Delphi method provides useful consensus, we also reflect on its limitations, including potential bias in the composition of the panel. Overall, the framework is a valuable step forward, but unresolved issues remain both from a research perspective and in terms of practical implementation.<\/p>\n You can find the full article\u00a0here<\/a>.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” width=”100%” max_width=”2252px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.4″ _module_preset=”default” max_width=”none” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/medicine.st-andrews.ac.uk\/learning-difficulties\/wp-content\/uploads\/sites\/33\/2025\/06\/Neurodiversity-Journal-Cover-300×187.jpg” alt=”Cover image of Neurodiversity journal” title_text=”Neurodiversity Journal Cover” url=”https:\/\/journals.sagepub.com\/doi\/10.1177\/27546330251348559″ _builder_version=”4.27.7″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.18.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text admin_label=”Txt -Neurodiversity article” _builder_version=”4.27.7″ _module_preset=”default” text_font=”||||||||” global_colors_info=”{}”]<\/p>\n <\/p>\n New paper illuminates research priorities from lived experience perspective<\/strong><\/p>\n <\/p>\n A new study by SLDN researchers has been published in \u00a0Neuro<\/em>diversity<\/em>.\u00a0<\/em>It illuminates the lived experiences of people with dyslexia and other specific learning difficulties (SpLDs), revealing\u00a0 \u2013 in fact; confirming \u2013 significant challenges in identification, support, and mental health outcomes. The UK-based survey of 145 adults and carers of children with SpLDs including dyslexia (119 participants), dyscalculia (14), and dysgraphia (12).<\/p>\n The findings underscore the\u00a0high co-occurrence\u00a0of SpLDs with each other and with other neurodevelopmental traits such as ADHD and autism. Notably,\u00a043% of respondents reported mental health issues, primarily anxiety and depression, with higher rates among those with multiple SpLDs. This highlights clearly the need for holistic support targeting both learning and emotional wellbeing.<\/p>\n Despite increased awareness, at least for dyslexia, half the respondents found the diagnostic process as difficult or very difficult, with no significant improvement across generations (comparing adults reporting on their own experiences and adults reporting on their child\/young person). Support following diagnosis was also inconsistent, particularly for dyscalculia and dysgraphia. Generally, the findings highlight systemic gaps in identification and provision, especially outside of dyslexia, which remains the most recognised SpLD. Unsurprisingly, therefore, when asked about research priorities, identification and effective support were respondents\u2019 top concerns. Those with dyscalculia also emphasized the need for greater public awareness and easier access to identification.<\/p>\n Survey respondents overwhelmingly supported framing SpLDs within the neurodiversity paradigm, and preferred terms like \u201clearning difference\u201d over \u201cdisorder.\u201d Views on genetic testing for SpLD predisposition were mixed, however, and reflected both awareness and caution.<\/p>\n The research team advocates\u00a0co-produced research\u00a0involving people with lived experience to increase future studies\u2019 relevance and impact. These findings will guide the next phase of SLDN\u2019s work, including focus groups and priority-setting partnerships, to shape a more inclusive and evidence-informed research agenda.<\/p>\nCo-produced research questions about dyslexia, dysgraphia, and dyscalculia: A collaboration between researchers and stakeholders facilitated by the UK Specific Learning Difficulties Network<\/h1>\n
June 2026<\/h3>\n
SLDN response to Scottish Government consultation on Supporting Children’s Learning – Code of Practice<\/h1>\n
April 2026<\/h3>\n
Toward an Improved Understanding of Dyslexia: Reflections on a New Consensus Definition and Its Implications<\/h1>\n
February 2026<\/h3>\n
Shaping UK Research Priorities in the Area of Specific Learning Difficulties by Surveying People with Lived Experience<\/h1>\n
June 2025<\/h3>\n