Why some children with learning difficulties get identified – and others don’t

By Johny Daniel, Associate Professor, School of Education, Durham University

Two children sit in different schools. Both struggle to read. Both have similar low scores on national tests. But while one gets a diagnosis of specific learning difficulties and a package of support, the other is left to fall behind.

My colleagues and I have carried out new research analysing the records of around 540,000 primary school children across England. It reveals a troubling picture. Whether a child gets identified with specific…

Read complete article

~	Iran ceasefire has brought a sudden fall in oil prices – but this pause underscores the volatility in the market

~	Pakistan, Turkey, Egypt and Saudi Arabia emerge as a new regional power bloc amid Iran war

~	Canada’s cybersecurity sector has a pipeline problem — and a glass ceiling

~	Light in the dark: the search for new treatments for hereditary blindness

~	Global trade in wild birds is poorly monitored – the risks to wildlife, ecosystems and human health

~	Credit and credibility: rating agency errors come with a cost

~	Countries suffer when credit rating agencies lack data: how to fix the problem at source

~	Long COVID associated with higher risk of heart disease

~	The Testaments: female friendship fuels resistance in this Handmaid’s Tale sequel

~	Babies: raw, nuanced, real – what this BBC drama gets right about recurrent miscarriage