“Exams are failing neurodiverse students,” warns Somerset MP Adam Dance

Speaking in a Westminster Hall debate this week, Yeovil MP Adam Dance has called for urgent reform of the education assessment system to make it fairer for children with dyslexia, ADHD, and other neurodiverse traits.

During the debate, Adam shared his own experience of struggling at school due to severe dyslexia and ADHD, saying that the current exam-based system favours good memory, recall, fluent reading and writing over creativity, problem-solving and practical skill — leaving thousands of neurodiverse students at a disadvantage.

Adam Dance MP said:

“With severe ADHD and dyslexia, I struggled at school and I hated exams. The current system does have a role to play, but it’s far from perfect.”

“Just two in ten students with special educational needs achieved a grade 5 or above in English and Maths GCSE last year, compared to over half of those without. That’s an attainment gap of over 30%. These children aren’t less capable — the system just isn’t built for them.”

“It’s time to act. We need early identification through universal screening, proper teacher training on neurodiversity, more flexible assessments, better access to assistive technology, and mental health professionals in every school.”

Adam also called on the Government to remove marks for spelling, punctuation and grammar in non-English exams, and to expand vocational pathways, citing Yeovil College as an example of best practice in providing inclusive and practical education routes.

The speech follows Adam’s ongoing campaign in Parliament to improve support for children with special educational needs. In September, he introduced his first ever Ten Minute Rule Bill, calling for universal screening for neurodivergent traits in primary schools and mandatory teacher training on neurodiversity.

Adam added:

“Every child deserves the chance to succeed in an education system that recognises their strengths, not one that punishes their differences. Reforming our assessment system is vital if we want to unlock every child’s potential and close the attainment gap once and for all.”