Why does allyship matter in education? For Francis Akinde, it’s the driving force that ensures policy translates into action, and action delivers results for neurodiverse learners. Drawing on her years as a SENCO and advocate, Francis shares stories from classrooms where allyship made the difference between delayed support and timely intervention.

In this article:

Hosts Ellen Broome (CEO of the British Dyslexia Association) and Jamie Wace (Founder & CEO of Talamo) introduce Francis Akinde, a leader with experience in both mainstream and specialist settings, who has guided staff through complex SEN landscapes. She shares her insights on:

• The gaps that remain in SEN identification

• The importance of early intervention

• The cultural awareness needed to support every pupil fairly.

Why Allyship Is Critical for SEN Identification

Allyship is more than empathy—it’s the consistent choice to stand with and advocate for learners whose needs might otherwise be overlooked. Francis explains that when teachers, parents, and school leaders actively practice allyship, they build the trust necessary to identify needs early and act decisively.

She outlines how allyship directly impacts SEN identification: it encourages open communication, prompts quicker referrals, and helps dismantle the unconscious biases that can lead to missed or delayed diagnoses. In her experience, a culture of allyship fosters vigilance—teachers feel responsible for looking beyond academic scores to see the full learner.

Francis stresses that allyship must be proactive, not reactive. It’s about noticing patterns, asking questions, and ensuring systems are in place so that concerns are not just raised but acted upon. This means empowering all school staff with the knowledge and confidence to flag potential signs of dyslexia or other SpLDs without fear of overstepping.

"True allyship is really standing up for someone in a public way and also… being willing to learn and being willing to change from that."

Embedding Advocacy into Dyslexia Screening Policies

Advocacy, when built into policy, moves allyship from a personal value to a systemic standard. Francis emphasises that the most effective schools formalise advocacy within their dyslexia screening processes, making it clear who is responsible for what, and when.

She describes how written policies should detail the referral process, outline timelines for action, and mandate regular reviews of screening outcomes. Training is another cornerstone—staff need to understand both the technical aspects of screening and the human side of advocacy, such as communicating sensitively with families.

Francis offers examples of schools where advocacy is not left to chance: SENCOs lead regular briefings, teachers have quick-access referral forms, and leadership teams track identification data to ensure equitable outcomes. By making advocacy a non-negotiable part of policy, schools reduce the reliance on individual champions and create a consistent, reliable process for all learners.

Addressing Cultural Awareness in Early Intervention

Cultural awareness is not optional—it’s a critical factor in ensuring early intervention reaches every learner. Francis explains that without cultural competence, screening processes risk being skewed by unconscious bias, misinterpretation of behaviours, or inappropriate assessment tools.

She notes that for some pupils, language differences, cultural norms, or prior educational experiences can affect how dyslexia presents or is perceived. A lack of awareness in these areas can lead to under-identification in certain communities, prolonging the time before learners receive the help they need.

Francis advocates for three practical steps:  

1. Implement cultural competence training for all staff involved in SEN identification.  

2. Audit existing screening tools to ensure they are valid for diverse populations.  

3. Engage families as active partners, drawing on their knowledge to provide context for assessment results.

   
   

These actions, she says, not only improve accuracy in dyslexia screening but also build stronger relationships between schools and the communities they serve.

"How can you know what to put in place for a child if you don’t get to know them and you don’t know what works for them? That relationship is so important."

Real-World Examples of Advocacy Driving Change

Francis shares case studies of schools where allyship-driven advocacy led to measurable improvements in early intervention. In one example, a primary school introduced a “screening champion” role, ensuring every concern raised was logged, tracked, and followed up within weeks. This reduced the average time-to-intervention from six months to less than half that.

Another school embedded parent–teacher advocacy groups into its SEN process. These groups met monthly, reviewed anonymised screening data, and suggested adjustments to policy and practice. As a result, the school saw a significant rise in the number of pupils identified for support before Year 4, giving them a stronger foundation for learning.

These stories illustrate that when advocacy becomes a shared responsibility—embedded in both culture and policy—dyslexia screening becomes faster, fairer, and more effective.

Conclusion & Resources  

Effective dyslexia screening works best when allyship is embedded in policy and practice. As Francis Akinde shares, combining advocacy, cultural awareness, and shared responsibility across the school community ensures early intervention reaches every learner—creating a faster, fairer, and more inclusive system.  

For educators and leaders ready to take the next step, listen to the full episode below, explore Talamo’s accessible and affordable screener, and review our SENCO success stories to see how other schools are leading the way on our Blog.

Listen to the Full Episode Here: