Conclusion
The literature demonstrates that gender profoundly mediates the identification, experience, and support of learners with dyslexia and dyspraxia. The overrepresentation of boys in diagnostic statistics reflects socially constructed bias rather than biological difference. Girls’ internalised coping mechanisms and behavioural compliance create paradoxical invisibility that delays recognition and intervention. These dynamics generate both social barriers, rooted in gendered expectations and institutional perception, and learning barriers manifested in unmet educational and emotional needs.
Addressing these inequities requires a gender-sensitive framework grounded in reflective, relational, and systemic reform. Integrating universal design, dynamic assessment, and emotionally informed pedagogy provides a foundation for dismantling diagnostic bias. Reflective leadership and sustained professional learning are vital for embedding these principles into organisational culture. Ultimately, equitable inclusion depends on recognising that learning difficulty is not simply a cognitive condition but a socially constructed experience influenced by power relations and cultural contexts, expectation, and identity. Confronting and transforming these gendered barriers constitutes both a pedagogical and moral imperative central to social justice in education.