In almost every secondary school, there are students whose spoken contributions are confident, perceptive and often impressive — yet whose written work tells a very different story. They can debate, explain, question and analyse with ease, but when faced with a blank page in a classroom or an exam hall, their ability seems to disappear. Teachers may describe them as “inconsistent”, “underachieving”, or “capable but careless”. Exam results may not reflect their understanding.

Advocacy for students with ADHD-related dysgraphia