“Falling through the cracks”: parents’ perceptions of a dyslexia diagnosis and support in Australian primary schools

This study investigates Australian parents’ experiences with identification and support of primary school-aged children diagnosed with dyslexia. From the parent perspective, it evaluates whether recent government initiatives intended to support dyslexic students are perceived as positively impacting these students. Data collection included online surveys and semi-structured interviews, analysed using frequency distribution tables and thematic analysis. The findings reveal many parents identified children’s reading difficulties early on but were dissatisfied with the support provided by schools and the high costs and long wait times for diagnosis. Parents expressed concerns that evidence-based reading instruction and adequate accommodations were not implemented, even when included in IEPs, which parents attributed to a lack of teacher knowledge and training regarding dyslexia and support strategies. This research highlights specific experiences of students with dyslexia falling through the cracks and the urgent need for systemic changes in the Australian educational framework to better support these students.