Dyslexia Support for Teenagers, College and University
Updated: 4 days ago
Support does not stop at Year 11
Moving into further or higher education changes how support is organised, but it does not mean a dyslexic student must manage alone. Colleges and universities have responsibilities towards disabled learners under the Equality Act 2010 in Great Britain, including reasonable adjustments where applicable. The precise arrangements vary by institution, course and nation.
A school SENCo may previously have coordinated much of the help; at college or university, the student is often expected to contact learner support or disability services directly and explain what works for them. Northern Ireland has separate disability discrimination legislation; the Equality Act 2010 applies in Great Britain.
At college, ask about the course and the support team
Further education colleges may offer learning support, assistive technology, accessible materials, study-skills help or examination arrangements. Ask how students are assessed for support, what evidence is useful and how adjustments operate on practical placements or vocational assessments.
A student taking a hands-on course may still face substantial written assignments, safety instructions or timed tests. Do not assume that arrangements used at school transfer automatically. The college will need to consider its own assessments and the applicable awarding-body rules.
At university, contact disability services early
Universities commonly have a disability or student support service that can discuss adjustments to teaching, assessment and study. Possible measures may include accessible reading materials, lecture-related support, technology or agreed examination adjustments, depending on individual need and institutional rules.
Contact the service before the course begins where possible, particularly if specialist software or accessible materials need arranging. A student does not have to disclose every detail to every lecturer; ask the university how relevant information is shared and what consent is involved.
Understand Disabled Students’ Allowance
Disabled Students’ Allowance, usually called DSA, can help eligible higher-education students meet additional study-related costs arising from disability, including specific learning difficulties. It is separate from reasonable adjustments made by the institution. Funding rules, application routes and evidence requirements differ across England, Wales, Scotland and Northern Ireland. Eligibility is not guaranteed simply because someone has a dyslexia report.
Check the relevant funding body’s current guidance and apply early enough for evidence checks and any needs assessment to be completed. For Student Finance England, evidence of a specific learning difficulty is a diagnostic assessment report from a suitably qualified specialist teacher assessor holding an Assessment Practising Certificate, or an HCPC-registered practitioner psychologist. Screening alone does not provide that diagnostic evidence.
What about an older diagnostic report?
A well-evidenced school-age diagnostic assessment may be useful when a student enters higher education, but acceptance depends on the purpose and the organisation requesting it. University disability teams and student funding bodies can have different evidence requirements.
Ask them to confirm what is needed before paying for another assessment. If a report describes strengths, literacy difficulties and useful adjustments clearly, it may provide a helpful starting point for discussing support even when further paperwork is requested.
Students may need to explain their own needs
At school, parents and teachers often speak on behalf of a young person. At college or university, especially for adult students, support discussions are increasingly student-led. Practise a short explanation: “I understand the content, but reading dense material takes me longer; text-to-speech and early access to reading lists help.”
This is often more useful than saying only “I have dyslexia”. Students can also ask how to book appointments, report an adjustment that is not working and request a review if course demands change.
Consider placements, laboratories and online learning
Support should be considered in the actual learning environment, not just in lectures or written examinations. Placements may involve fast instructions, unfamiliar terminology, record keeping or shift patterns. Laboratory courses can involve safety-critical written procedures.
Online study can create its own demands for navigating multiple platforms and managing deadlines. Students should discuss these tasks with the appropriate support team and course staff. Reasonable adjustments are individual and must be compatible with essential course requirements and safety.
A transition checklist
Before enrolment, contact the new institution, ask what evidence it accepts, discuss day-to-day adjustments, check assessment arrangements and investigate funding where relevant. Keep a digital copy of the diagnostic report and a short summary of strategies that have helped.
After the first few weeks, review whether support works in practice. The important change is not that dyslexia disappears after school; it is that students often need clearer information and a more active role in arranging their support.
Can adults receive workplace support?
Adults with dyslexia may access workplace adjustments and support depending on their needs and employment setting.
Related dyslexia guides
Considering a dyslexia assessment?
Mark Trewby offers diagnostic dyslexia assessments for £400, including a personalised report within seven working days and feedback. Online assessments across the UK are available for ages 11–21; face-to-face assessments in Bournemouth are available for ages 8–21.
Bournemouth appointments take place at the client’s home or in a hired library room, with Bournemouth room hire and travel included in the £400 fee. You do not need to be certain that dyslexia is the explanation before getting in touch.