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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 Orcid Logo, Tom Crick Orcid Logo, Sarah Rees Orcid Logo

Oxford Review of Education, Pages: 1 - 21

Swansea University Authors: Cathryn Knight Orcid Logo, Emily Lowthian Orcid Logo, 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: Taylor and Francis 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa71592
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spelling 2026-03-09T10:28:19.0598087 v2 71592 2026-03-09 The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false db5bc529b8a9dfca2b4a268d14e03479 0000-0001-9362-0046 Emily Lowthian Emily Lowthian true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 86073be88970f36d7ffa0a1f0768be2b 0000-0002-1939-0120 Sarah Rees Sarah Rees true false 2026-03-09 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 and 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 1 21 Taylor and Francis 0305-4985 1465-3915 26 11 2025 2025-11-26 10.1080/03054985.2025.2590464 https://doi.org/10.1080/03054985.2025.2590464 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee Nuffield Foundation 2026-03-09T10:28:19.0598087 2026-03-09T10:23:19.0078508 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 0009-0000-0549-3578 4 Tom Crick 0000-0001-5196-9389 5 Sarah Rees 0000-0002-1939-0120 6
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
Cathryn Knight
Emily Lowthian
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 e43d033fc7f2ccc9317c49df10b9b7bb
db5bc529b8a9dfca2b4a268d14e03479
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86073be88970f36d7ffa0a1f0768be2b
author_id_fullname_str_mv e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
db5bc529b8a9dfca2b4a268d14e03479_***_Emily Lowthian
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
86073be88970f36d7ffa0a1f0768be2b_***_Sarah Rees
author Cathryn Knight
Emily Lowthian
Tom Crick
Sarah Rees
author2 Cathryn Knight
Emily Lowthian
Emma Jenks
Carys Jones
Tom Crick
Sarah Rees
format Journal article
container_title Oxford Review of Education
container_start_page 1
publishDate 2025
institution Swansea University
issn 0305-4985
1465-3915
doi_str_mv 10.1080/03054985.2025.2590464
publisher Taylor and Francis
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://doi.org/10.1080/03054985.2025.2590464
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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 and 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 2025-11-26T05:35:09Z
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