A significant new piece of research published in Frontiers in Education (June 2025) titled “Digital literacy and academic performance: The mediating role of self-efficacy and metacognitive strategies” offers compelling insights into how digital literacy skills influence student achievement. Though not specific to neurodivergent learners, its findings have strong implications for how specialist literacy educators can better tailor digital tools and strategies to meet diverse

Insights from Recent Research Twice-exceptional (2e) students are those who possess significant academic talents alongside neurodevelopmental challenges such as autism spectrum disorder (ASD). Supporting this unique population requires an approach that goes beyond conventional gifted or special education frameworks. A major recent study led by scholars at the University of Connecticut synthesised data from interviews, surveys, and case studies of academically talented student

A 2024 article from ADDitude Magazine, “Unlocking Achievement in Students with Dyslexia and ADHD” by Dr Mark Bertin, provides an accessible summary of how structured literacy approaches benefit students with ADHD in addition to those with dyslexia (Bertin, 2024). Article Summary Bertin (2024) explains that learning to read is uniquely challenging for many children with dyslexia and for those with ADHD. Structured literacy—characterised by explicit, systematic, and multisensor

Recent research highlights that the science of reading—structured, evidence-based instruction—can help up to 95% of students achieve literacy success, including those who are neurodivergent. Strong Tier 1 (core) instruction, delivered with fidelity and responsiveness, is foundational. However, the research also cautions that while whole-class scaffolding and structure benefit all learners, neurodivergent students need more: a hybrid model that combines class-wide strategies w