Amplifying voices: lived experiences of dyscalculia

Credit: zphoto83 via Adobe Stock.

9 December 2025

By Elisabeth Herbert, Helen Williams, Jo Van Herwegen, Laura Outhwaite, UCL Institute of Education (IOE) and Cat Eadle (Dyscalculia Network)

The IOE and the Dyscalculia Network are collaborating to raise awareness of dyscalculia and mathematical learning difficulties through developing research, resources and events that centre around lived experience. In this piece we set out how our recent initiatives are making an impact.

Understanding dyscalculia

Developmental Dyscalculia is a Specific Learning Difficulty (SpLD) that affects the ability to acquire arithmetic skills. Unlike dyslexia, it remains relatively unknown and under-researched, despite its significant impact on education and everyday life. Figures on the number of adults and young people diagnosed with dyscalculia vary, but it is thought it can affect 5–7% of the population.

When thinking about what makes developmental dyscalculia different from simply “finding maths hard”, the key lies in persistence and severity. SpLD in mathematics is a set of processing difficulties affecting the learning of arithmetic and other areas of mathematics, often seen in marked difficulties with sense of number, such as “naming, ordering and comparing physical quantities and numbers, estimating and place value”.  You can read more about dyscalculia in SpLD Assessment Standards Committee (SASC) Maths Difficulties and Dyscalculia Guidance 2025.

These challenges remain even with good teaching and effort, and they don’t disappear over time. The impact goes beyond the classroom. Adults with dyscalculia report difficulties managing money, telling time and estimating travel durations, skills most of us take for granted. This can affect independence, employment and mental health.

One way in which we are supporting children, young people and adults with such difficulties, and raising awareness in the process, is via our ADD UP toolkit. The toolkit is an online resource. It explains what dyscalculia is, highlights early warning signs and how to access assessment in both primary and secondary school settings. It also includes an overview of screening tools and checklists, along with evidence-based strategies for supporting students in the classroom. Teachers often need support with early identification, knowing which interventions work and in adapting lessons without lowering expectations. ADD UP fills those gaps by offering clear, accessible information and practical tips that can be applied immediately in teaching practice.

It is a resource created in partnership with educators and we continue in that spirit of co-creation.

Creating spaces for lived experience

In July 2025, the IOE and the Dyscalculia Network co-hosted the first-ever UK face-to-face meet-up for adults with lived experience of dyscalculia. The event coincided with the inaugural London International Conference on Inclusive Education  (LICIE), a global gathering showcasing the latest research on inclusive education.

This was a unique opportunity for adults to connect and discuss the barriers they have faced in education and working life. Participants travelled from across the UK to attend, and the atmosphere was inspiring and supportive.

Scott Carnell. Photo courtesy of Elisabeth Herbert.

Scott travelled from Wales to join the meet up and explained:

“…it was just great to talk about dyscalculia experiences and mostly just to know I’m not alone in my struggles. Also nice to meet up to see where we are and keep the ball moving for more awareness and understanding of dyscalculia.”

Bandhukavi, an overseas postgraduate student studying at UCL, also attended. He felt very positive about the experience, sharing his thoughts with us afterwards:

“Having this kind of condition, at least in my country, is unrecognized. It felt like I was being told it was always my fault for not being good enough at math like other students. I started comparing myself to other students and devaluing myself more as I realized that something was wrong, because my brain cannot comprehend most of the ‘basic’ mental numerical skills. From feeling isolated, like I was the only person in my country who could not do math, I found that might not be the case. Coming here from the other side of the world and joining this network makes me feel that I now also exist.”

The event featured a talk by Emily Gee, an adult with dyscalculia and member of the Dyscalculia Network Adult Advisory Board, who talked about her journey with dyscalculia, which resonated deeply with attendees. Emily shared:

“ …I felt so safe so I could share my story with some incredible people. I hope to have many more dyscalculia meets up in the future.”

Emily Gee and Mia Borthwick meeting at the adults with dyscalculia lived experience event at the IOE. Photo courtesy of Elisabeth Herbert.

Following the success of the summer event, we held a second meet-up online, to coincide with Maths Anxiety Day, 10 November. Those joining listened to talks by Mia Borthwick, an adult with dyscalculia and maths anxiety, and Jet Lewin, a dyscalculia assessor and tutor. Once again, the theme of wanting to share experiences and feel less alone was to the fore. As Mia shared:

“Growing up, I never met anybody else with dyscalculia and it made me feel very alone. Getting the chance to speak to others and hear about their experiences was so validating….”

A third meet-up will take place online on 3 March 2026, as part of Dyscalculia Day. These gatherings are vital for building community and amplifying voices that are often unheard. Alongside, we will be publishing more insights on the lived experience of dyscalculia, to better inform educators and employers and to improve outcomes for those affected by the condition.

Acknowledgements

A huge thank you to everyone who attended and all the 50 plus children, young people and adults who have shared their stories, and to Emily Gee and other adults for their inspiring contributions. Special thanks to the Dyscalculia Network, Cat Eadle, Rob Jennings and all their team and to the IOE team – Associate Professor (teaching) Elisabeth Herbert, Professor Jo Van Herwegen, Dr Helen Williams and Dr Laura Outhwaite – for organising these events and driving this important work forward.