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The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data

Cathryn Knight Orcid Logo, Emily Lowthian Orcid Logo, Emma Jenks Orcid Logo, Carys Jones, Tom Crick Orcid Logo, Sarah Rees Orcid Logo

Oxford Review of Education, Pages: 1 - 21

Swansea University Authors: Emily Lowthian Orcid Logo, Carys Jones, Tom Crick Orcid Logo, Sarah Rees Orcid Logo

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DOI (Published version): 10.1080/03054985.2025.2590464

Abstract

Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the r...

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Published in: Oxford Review of Education
ISSN: 0305-4985 1465-3915
Published: Informa UK Limited
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URI: https://cronfa.swan.ac.uk/Record/cronfa70926
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spelling 2025-12-05T14:47:27.9432055 v2 70926 2025-11-17 The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data db5bc529b8a9dfca2b4a268d14e03479 0000-0001-9362-0046 Emily Lowthian Emily Lowthian true false 76dda5f486b0236c893f46dfb9fa2cd0 Carys Jones Carys Jones true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 86073be88970f36d7ffa0a1f0768be2b 0000-0002-1939-0120 Sarah Rees Sarah Rees true false 2025-11-17 SOSS Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the relationships between dyslexia and autism identification and educational attainment across all key educational stages in children born between 2002-2008 (N= 204,497). Using multilevel modelling, we assess the demographic, health, and socioeconomic predictors of dyslexia and autism identification and their associations with meeting national educational expectations. Our findings indicate that both dyslexia and autism are linked to lower academic attainment, with autism exhibiting a greater negative association. The results highlight disparities in identification based on gender, health service usage, deprivation levels, and birth season, suggesting potential biases in identification and support systems. These findings offer critical insights into current patterns of identification and attainment among neurodivergent learners in Wales and serve a valuable baseline for future research evaluating the impact of ongoing education reforms. Journal Article Oxford Review of Education 0 1 21 Informa UK Limited 0305-4985 1465-3915 Autism, dyslexia, multilevel models, Wales, education outcomes 0 0 0 0001-01-01 10.1080/03054985.2025.2590464 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee The work was supported by the Nuffield Foundation. 2025-12-05T14:47:27.9432055 2025-11-17T18:35:19.0207252 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Cathryn Knight 0000-0002-7574-3090 1 Emily Lowthian 0000-0001-9362-0046 2 Emma Jenks 0009-0003-3035-9962 3 Carys Jones 4 Tom Crick 0000-0001-5196-9389 5 Sarah Rees 0000-0002-1939-0120 6 70926__35776__8be78c8aaa46464e9f601a1b2eaaff36.pdf 70926.VOR.pdf 2025-12-05T14:43:44.2826872 Output 947961 application/pdf Version of Record true © 2025 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
spellingShingle The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
Emily Lowthian
Carys Jones
Tom Crick
Sarah Rees
title_short The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
title_full The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
title_fullStr The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
title_full_unstemmed The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
title_sort The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data
author_id_str_mv db5bc529b8a9dfca2b4a268d14e03479
76dda5f486b0236c893f46dfb9fa2cd0
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author_id_fullname_str_mv db5bc529b8a9dfca2b4a268d14e03479_***_Emily Lowthian
76dda5f486b0236c893f46dfb9fa2cd0_***_Carys Jones
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
86073be88970f36d7ffa0a1f0768be2b_***_Sarah Rees
author Emily Lowthian
Carys Jones
Tom Crick
Sarah Rees
author2 Cathryn Knight
Emily Lowthian
Emma Jenks
Carys Jones
Tom Crick
Sarah Rees
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container_title Oxford Review of Education
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institution Swansea University
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department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the relationships between dyslexia and autism identification and educational attainment across all key educational stages in children born between 2002-2008 (N= 204,497). Using multilevel modelling, we assess the demographic, health, and socioeconomic predictors of dyslexia and autism identification and their associations with meeting national educational expectations. Our findings indicate that both dyslexia and autism are linked to lower academic attainment, with autism exhibiting a greater negative association. The results highlight disparities in identification based on gender, health service usage, deprivation levels, and birth season, suggesting potential biases in identification and support systems. These findings offer critical insights into current patterns of identification and attainment among neurodivergent learners in Wales and serve a valuable baseline for future research evaluating the impact of ongoing education reforms.
published_date 0001-01-01T05:27:13Z
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