Dyslexia is a lifelong learning difficulty affecting the way that the brain processes information. It primarily affects children’s ability to learn and can impact their reading, writing, spelling, speech, auditory and phonological processing, and mathematics. People experience it in different ways – each will have their own unique set of strengths and challenges.

Signs of dyslexia in primary-aged children:

• Slow processing speed, including slow spoken or written language. 
• Poor and/or inconsistent spelling.
• Poor handwriting.  
• Mixing letters and numbers. 
• Forgetfulness.  
• Struggling to follow instructions or directions. 
• Difficulties with concentration. 
• Being easily distracted. 

Signs of dyslexia in teenagers: 

Any of the signs above, plus:

• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills. 
• Struggling to stay organised and meet homework deadlines. 
• Difficulties copying and taking notes. 
• Social withdrawal. 
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.

Dyscalculia is a specific learning difference that affects how individuals understand numbers and acquire mathematical skills. The most common difficulties children with dyscalculia face include recognising numbers and symbols, ordering and sequencing, and retaining and recalling mathematical facts and rules. They will often be working below age-related expectations.

The signs of dyscalculia can be present in children as young as four. Children with dyscalculia may:

• Easily mix up numbers and symbols.
• Not understand how numbers fit together.
• Be slow when working out calculations as they struggle to recognise the link between symbols and quantities.
• Have difficulty remembering basic maths rules and patterns, such as counting in 2s, 3s, or 10s, and counting backwards.
• Have difficulty processing or memorising more than four items.
• Have problems with spatial relations, such as reading maps, following a route, and knowing left from right.
• Have difficulty telling the time, measuring ingredients, and counting money.
• Often try exceptionally hard but rarely see expected outcomes.
• Avoid tasks which they feel will be too complex. 
• Use physical objects to help them with basic maths.
• Become easily panicked, embarrassed, and frustrated in maths lessons, which may lead to high anxiety levels.
• Struggle with activities which involve sequencing and rules, such as playing an instrument, playing board games, keeping score, or typing on a keyboard.

These signs can go unnoticed, with some parents and teachers assuming the child doesn’t have an aptitude for maths. However, with effective, high-quality teaching and adaptations, children with dyscalculia can build real confidence in their mathematical ability.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration. 

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term is no longer used officially.

 A child with ADHD may be:

• easily distracted, finding it difficult to start or finish tasks
• often unable to concentrate
• often restless or fidgety
• very talkative, often interrupting or blurting things out
• impulsive, acting before considering consequences, prone to taking risks
• easily angry or frustrated, struggling to deal with emotions
• finding making or maintaining friendships difficult
• disorganised, for instance, often losing things or being late
• lacking awareness of time

Dyslexia is a lifelong learning difficulty affecting the way that the brain processes information. It primarily affects children’s ability to learn and can impact their reading, writing, spelling, speech, auditory and phonological processing, and mathematics. People experience it in different ways – each will have their own unique set of strengths and challenges.

Signs of dyslexia in primary-aged children:

• Slow processing speed, including slow spoken or written language. 
• Poor and/or inconsistent spelling.
• Poor handwriting.  
• Mixing letters and numbers. 
• Forgetfulness.  
• Struggling to follow instructions or directions. 
• Difficulties with concentration. 
• Being easily distracted. 

Signs of dyslexia in teenagers: 

Any of the signs above, plus:

• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills. 
• Struggling to stay organised and meet homework deadlines. 
• Difficulties copying and taking notes. 
• Social withdrawal. 
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.

Dyscalculia is a specific learning difference that affects how individuals understand numbers and acquire mathematical skills. The most common difficulties children with dyscalculia face include recognising numbers and symbols, ordering and sequencing, and retaining and recalling mathematical facts and rules. They will often be working below age-related expectations.

The signs of dyscalculia can be present in children as young as four. Children with dyscalculia may:

• Easily mix up numbers and symbols.
• Not understand how numbers fit together.
• Be slow when working out calculations as they struggle to recognise the link between symbols and quantities.
• Have difficulty remembering basic maths rules and patterns, such as counting in 2s, 3s, or 10s, and counting backwards.
• Have difficulty processing or memorising more than four items.
• Have problems with spatial relations, such as reading maps, following a route, and knowing left from right.
• Have difficulty telling the time, measuring ingredients, and counting money.
• Often try exceptionally hard but rarely see expected outcomes.
• Avoid tasks which they feel will be too complex. 
• Use physical objects to help them with basic maths.
• Become easily panicked, embarrassed, and frustrated in maths lessons, which may lead to high anxiety levels.
• Struggle with activities which involve sequencing and rules, such as playing an instrument, playing board games, keeping score, or typing on a keyboard.

These signs can go unnoticed, with some parents and teachers assuming the child doesn’t have an aptitude for maths. However, with effective, high-quality teaching and adaptations, children with dyscalculia can build real confidence in their mathematical ability.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration. 

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term is no longer used officially.

 A child with ADHD may be:

• easily distracted, finding it difficult to start or finish tasks
• often unable to concentrate
• often restless or fidgety
• very talkative, often interrupting or blurting things out
• impulsive, acting before considering consequences, prone to taking risks
• easily angry or frustrated, struggling to deal with emotions
• finding making or maintaining friendships difficult
• disorganised, for instance, often losing things or being late
• lacking awareness of time

Dyslexia is a lifelong learning difficulty affecting the way that the brain processes information. It primarily affects children’s ability to learn and can impact their reading, writing, spelling, speech, auditory and phonological processing, and mathematics. People experience it in different ways – each will have their own unique set of strengths and challenges.

Signs of dyslexia in primary-aged children:

• Slow processing speed, including slow spoken or written language. 
• Poor and/or inconsistent spelling.
• Poor handwriting.  
• Mixing letters and numbers. 
• Forgetfulness.  
• Struggling to follow instructions or directions. 
• Difficulties with concentration. 
• Being easily distracted. 

Signs of dyslexia in teenagers: 

Any of the signs above, plus:

• A disparity between the way they communicate verbally and what they can write on paper.
• Unwillingness to read aloud.
• Poor comprehension skills. 
• Struggling to stay organised and meet homework deadlines. 
• Difficulties copying and taking notes. 
• Social withdrawal. 
• Behaviour difficulties.
• Fatigue.
• A possible dislike for reading and writing, and/or schooling in general.

Dyscalculia is a specific learning difference that affects how individuals understand numbers and acquire mathematical skills. The most common difficulties children with dyscalculia face include recognising numbers and symbols, ordering and sequencing, and retaining and recalling mathematical facts and rules. They will often be working below age-related expectations.

The signs of dyscalculia can be present in children as young as four. Children with dyscalculia may:

• Easily mix up numbers and symbols.
• Not understand how numbers fit together.
• Be slow when working out calculations as they struggle to recognise the link between symbols and quantities.
• Have difficulty remembering basic maths rules and patterns, such as counting in 2s, 3s, or 10s, and counting backwards.
• Have difficulty processing or memorising more than four items.
• Have problems with spatial relations, such as reading maps, following a route, and knowing left from right.
• Have difficulty telling the time, measuring ingredients, and counting money.
• Often try exceptionally hard but rarely see expected outcomes.
• Avoid tasks which they feel will be too complex. 
• Use physical objects to help them with basic maths.
• Become easily panicked, embarrassed, and frustrated in maths lessons, which may lead to high anxiety levels.
• Struggle with activities which involve sequencing and rules, such as playing an instrument, playing board games, keeping score, or typing on a keyboard.

These signs can go unnoticed, with some parents and teachers assuming the child doesn’t have an aptitude for maths. However, with effective, high-quality teaching and adaptations, children with dyscalculia can build real confidence in their mathematical ability.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration. 

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term is no longer used officially.

 A child with ADHD may be:

• easily distracted, finding it difficult to start or finish tasks
• often unable to concentrate
• often restless or fidgety
• very talkative, often interrupting or blurting things out
• impulsive, acting before considering consequences, prone to taking risks
• easily angry or frustrated, struggling to deal with emotions
• finding making or maintaining friendships difficult
• disorganised, for instance, often losing things or being late
• lacking awareness of time