Specific Learning Difficulties: Disparities in Identification

Abstract

This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation indicator; school-level predictors included average school reading and math attainment, proportion of EAL students, and average deprivation. Substantial between-school variation in SpLD identification was observed. After controlling for attainment and student background characteristics, EAL students had markedly lower odds of identification. Similarly, female students were less likely to be identified for SpLD than their male peers. Furthermore, higher average school-level deprivation predicted reduced identification odds. These findings highlight that systemic and contextual factors, alongside individual learning profiles, shape SpLD identification and raise concerns about equitable access to assessment and support for a diverse group of learners.