Every day, children sit in classrooms full of potential — bright, curious and ready to learn. Yet for some, the school day can feel like an uphill climb. Students with dyslexia, ADHD, auditory processing disorder and other learning differences are not rare exceptions — they are our neighbours’ children, our team-mates’ children and sometimes our own. They are smart, capable and eager to learn. Yet, without early support, too many slip through the cracks.

The truth is stark: by the time most students with learning differences are formally identified, they are already years behind. In the United States, research shows that fewer than 5 per cent of people with dyslexia ever have their conditions properly diagnosed and supported, and only a fraction of teachers receives adequate training (Dyslexia Research Institute, 2024). In Britain, the picture is just as troubling — children with suspected ADHD can wait up to four years for an assessment, while support that could change their school experience is delayed (NHS, 2025).

The cost of delay is measured not only in academic gaps but in self-worth. Children who could thrive instead internalise the idea that they are “bad at school” and that belief can last a lifetime.

The economic impact is equally profound. A US Rand study found that early childhood interventions deliver a return of $1.80 to $17 for every $1 invested, and Britain’s Sure Start evaluation showed a £2 return for every £1 spent, alongside billions in additional earnings for participants (Institute for Fiscal Studies, 2025).

The evidence is clear: doing nothing costs far more than acting early.

The “wait and see” approach is really the “wait and fail” approach — and families deserve better. The longer we delay, the higher the cost — socially, emotionally and economically. Early screenings for children and specialised teacher-training courses to recognise the signs of learning differences should be standard practice.

At the Bermuda Centre for Creative Learning, we believe in the power of early screenings. In 2024, we began offering a Dyslexia Screening Programme that allows families to understand their child’s risk index for dyslexia at an accessible price point. When we respond early, we do not just catch children up; we set them up for a lifetime of confidence and achievement.

It is time to shift our perspective from remediation to prevention, from frustration to opportunity. With early intervention, students can move from falling behind to thriving. And when they thrive, Bermuda thrives, too.

October is Dyslexia Awareness Month — and let’s commit to early action. Let’s make it the norm for every child to be screened, for every teacher to be trained, and for every family to feel supported. Because early intervention isn’t a luxury; it’s the difference between a child falling behind and a child discovering just how far they can go.

• Lindsey Sirju is the cofounder and deputy head of school and the Bermuda Centre for Creative Learning