British Dyslexia Association: Research with Dyslexic NEETs
The British Dyslexia Association (BDA) commissioned M·E·L Research to explore the lived experiences of dyslexic young people aged 18–24 who were not in employment, education or training (NEET). The research was undertaken in the context of increasing national concern about the rising number of young people who are NEET and growing policy interest in understanding the multiple factors contributing to this issue. Existing evidence highlighted that educational attainment, socio-economic disadvantage and Special Educational Needs (SEN) were important predictors of NEET status. The BDA wanted to understand the specific role that dyslexia may play within this wider picture and identify opportunities for schools, employers, support services and policymakers to improve outcomes for dyslexic young people.
The study sought to build an evidence base around how dyslexia influences confidence, educational experiences, aspirations and transitions into employment, while recognising that NEET status is often shaped by multiple interconnected factors rather than a single cause. Particular attention was given to identifying barriers experienced within education and recruitment processes, as well as understanding how these systems could better support young people with dyslexia.
Approach
M·E·L Research designed and delivered a qualitative research programme in close collaboration with the British Dyslexia Association. The research materials were developed jointly to ensure they addressed the client’s objectives while allowing participants to discuss their experiences openly and in depth.
The project included the following stages:
Research design and discussion guide development: M·E·L Research drafted a comprehensive qualitative discussion guide which was reviewed collaboratively with the British Dyslexia Association. The guide provided a consistent framework for exploring participants’ educational experiences, transition into employment, confidence, aspirations and support needs.
Participant recruitment: M·E·L Research developed a recruitment screener, again reviewed collaboratively with the client, to ensure recruitment criteria aligned with the research objectives. Recruitment was undertaken by M·E·L Research’s specialist fieldwork partner.
In-depth qualitative interviews: M·E·L Research conducted ten in-depth interviews with young people aged 18–24 who were not in employment, education or training. Interviews were conducted either online via Microsoft Teams or by telephone according to participants’ preferences and accessibility requirements, helping maximise inclusion and participation.
Participant profile: The research included participants from across England, representing a range of ages, genders and ethnic backgrounds. The sample included individuals with dyslexia alone, as well as participants with co-occurring neurodivergent conditions including ADHD and Autism Spectrum Condition (ASC), reflecting the complexity of participants’ lived experiences. The sample also captured a range of personal circumstances, including care experience and socio-economic disadvantage where relevant to participants’ journeys.
Throughout the project, the qualitative approach enabled participants to share detailed personal accounts of their experiences from school through to seeking employment. This provided rich insight into how educational support, or the absence of it, influenced later outcomes and how recruitment processes could present additional barriers for dyslexic young people.
Outputs
Interview data were analysed using thematic analysis, allowing M·E·L Research to identify recurring patterns, shared experiences and key themes across the participant group while addressing each of the client’s research objectives. The analysis explored the relationship between educational experiences, confidence, attainment, aspirations and transitions into employment, while recognising the wider social and personal factors influencing participants’ lives.
The findings were presented in a comprehensive written research report that combined qualitative evidence with participant quotations to illustrate key themes. The report also positioned the findings within the broader national policy context by referencing existing evidence relating to NEET status, enabling the client to demonstrate how the qualitative findings complemented wider research.
The research demonstrated that many participants experienced late identification or non-identification of dyslexia, inconsistent educational support and learning environments that were not adapted to their needs. Participants described how these experiences affected educational attainment, confidence, mental wellbeing and subsequent progression into employment or further education. The findings also highlighted that most participants remained motivated to work or continue learning, but encountered additional barriers during recruitment, particularly where processes relied heavily on reading, writing and text-based assessments.
The report generated a series of evidence-based recommendations for government, education providers and employers. These included improving early identification of dyslexia, strengthening teacher awareness and implementation of educational adjustments, providing greater support during transitions into employment, improving accessibility within recruitment processes and increasing employer understanding of dyslexia and neurodiversity. Recommendations also highlighted opportunities for Jobcentres, youth employment services and employers to provide practical support with applications, reasonable adjustments and careers guidance that better reflected the strengths of dyslexic young people.
The research provided the British Dyslexia Association with qualitative evidence to support its wider policy and influencing work, amplifying the voices of dyslexic young people while informing discussions around education, employment and reducing the risk of young people becoming NEET.
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