Being Neurodivergent in Academia: Marginalising dyslexic researchers is bad for science
- Hunter Centre for Entrepreneurship, University of Strathclyde, United Kingdom
- Department of Civil and Environmental Engineering, University of Connecticut, United States
- National Heart & Lung Institute, Faculty of Medicine, Imperial College London, United Kingdom
Tables
Table 1
GCSE results from state schools in England between 2018/19 and 2022/23.
Percentage of pupils achieving grade 5 or above in English and maths for pupils with no special educational needs (SEN) and pupils with SEN support. (UK Government, 2023).
| Percentage of pupils achieving grade 5 or above in English and Mathematics | |||||
|---|---|---|---|---|---|
| 2018/19 | 2019/20 | 2020/21 | 2021/22 | 2022/23 | |
| Pupils with no SEN | 48.2 | 55.8 | 58.0 | 55.9 | 50.7 |
| Pupils with SEN support | 16.8 | 20.5 | 22.2 | 22.5 | 20.5 |
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GCSE results for state schools in England.
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Being Neurodivergent in Academia: Marginalising dyslexic researchers is bad for science
eLife 12:e93980.
https://doi.org/10.7554/eLife.93980
