03/06/2026
Well done to MDA for their work on this!! Thank you 🙏🏻❤️
Malta’s education system is failing many students with dyslexia, according to a new report compiled by the Malta Dyslexia Association (MDA), with experts warning that outdated teaching methods and excessive testing are creating unnecessary barriers for thousands of learners.
The report brings together insights from 26 local dyslexia specialists who took part in a multi-session forum funded by the Small Initiatives Support Scheme.
Their conclusion was stark: students with dyslexia are being forced to navigate a system that often measures them in ways that do not reflect their abilities while exposing them to avoidable stress, anxiety and humiliation.
Experts said many learners with dyslexia are trapped in a cycle of continuous assessments and traditional classroom practices that fail to accommodate their needs.
The report warns that asking students to read aloud individually in front of their classmates or putting them on the spot with rapid-fire questioning can cause emotional distress and undermine confidence.
Instead, specialists are calling for more inclusive teaching strategies, such as group reading activities, game-based learning and allowing students more time to process information before being expected to answer questions.
A major concern highlighted in the report is the way School-Based Assessments (SBAs) are currently being implemented. Although SBAs were originally designed as a low-stakes tool to support learning, experts found that many schools have turned them into a source of constant pressure for students with dyslexia.
The report argues that traditional paper-and-pen testing often fails to account for challenges related to processing speed, working memory, concentration, language processing and written expression. As a result, students may struggle to demonstrate what they have actually learned.
“The assessment process itself may be inadvertently undermining learners’ attainment,” the panel concluded, urging schools to adopt more flexible and authentic assessment methods that place less emphasis on formal testing.
The specialists also criticised current requirements for students with learning difficulties seeking University of Malta entry concessions. Under existing rules, students must demonstrate two unsuccessful attempts at passing core SEC subjects such as Mathematics, Maltese and English before qualifying for certain concessions.
The experts said this “failure-first” approach should be urgently scrapped. For students with a documented learning profile, concessions should be granted automatically where appropriate, they argued, warning that the current system risks discouraging learners from pursuing higher education and negatively impacting their mental health and future opportunities.
The report further calls for greater investment in specialised teacher training, recommending that educators and student teachers be supported in attending workshops, conferences and training opportunities focused on dyslexia and inclusive education practices.
Among its recommendations is the adoption of structured literacy as a standard approach across early education, as well as the establishment of dedicated literacy specialists within schools to guide both staff and parents through available support systems.
Dyslexia is a neurodevelopmental condition that affects how the brain processes written and spoken language.
While it can make reading, spelling and language comprehension more difficult, experts stress that it is not linked to intelligence or motivation. Many people with dyslexia are highly creative and capable learners whose brains simply process language differently.
The MDA believes that with the right reforms, Malta’s education system can move away from practices that disadvantage dyslexic learners and towards a model that allows them to thrive.
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