The prevalence of specific learning difficulties in higher education: a study of UK universities across 12 academic years

Article


Brunswick, N., Wilson, N., Kruger, I., Chamberlain, R. and McManus, I. 2024. The prevalence of specific learning difficulties in higher education: a study of UK universities across 12 academic years. Journal of Learning Disabilities. https://doi.org/10.1177/00222194241281479
TypeArticle
TitleThe prevalence of specific learning difficulties in higher education: a study of UK universities across 12 academic years
AuthorsBrunswick, N., Wilson, N., Kruger, I., Chamberlain, R. and McManus, I.
Abstract

Specific learning and attention difficulties are often first identified in childhood but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethnicity amongst all first-year students in UK higher education across 12 years– almost 5.7 million students –and compared course preferences and University destinations of those with and without difficulties. Students declaring learning/attention difficulties were more likely to be White or of Mixed ethnicity and least likely to be Asian. They were more likely to attend specialist HE institutions or newer universities, and more likely to study courses in creative arts and design, agriculture and architecture than law, languages, computer science and mathematical sciences. The number of students declaring difficulties has increased year on year, in actual terms and as a proportion of the student body, suggesting that efforts to increase diversity and inclusion have been successful. However, differences remain between students with and without learning/attention difficulties in terms of ethnicity, subjects studied, and HE institutions attended, so more needs to be done to identify and address reasons for this. While this paper reports data from UK students, it addresses an international question and invites similar explorations of other national datasets.

Keywordsspecific learning difficulties; ADHD; prevalence; higher education (HE); academic subjects; ethnicity
Sustainable Development Goals10 Reduced inequalities
4 Quality education
Middlesex University ThemeHealth & Wellbeing
Research GroupCognitive Psychology and Neuroscience Research Group
PublisherSAGE Publications
JournalJournal of Learning Disabilities
ISSN0022-2194
Electronic1538-4780
Publication dates
Online20 Oct 2024
Publication process dates
Accepted28 Jun 2024
Deposited01 Jul 2024
Output statusPublished
Accepted author manuscript
File Access Level
Open
Copyright Statement

This is an Accepted Manuscript version, published in the Journal of Learning Disabilities by SAGE Publications. DOI: 10.1177/00222194241281479

Digital Object Identifier (DOI)https://doi.org/10.1177/00222194241281479
Web of Science identifierWOS:001337864800001
LanguageEnglish
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