La relation entre la dyslexie, l’autisme et les résultats scolaires : analyse longitudinale de données éducatives et de santé à l’échelle de la population

Titre original en anglais : The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Knight, C., Lowthian, E., Jenks, E., Jones, C., Crick, T., & Rees, S. (2025). The relationship between dyslexia, autism, and academic outcomes: longitudinal analysis of population-level education and health data. Oxford Review of Education, 1-21. https://doi.org/10.1080/03054985.2025.2590464

Publication date: 26/11/2025 Ajout dans AutiHub: 17/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Cathryn Knight
  2. Emily Lowthian
  3. Emma Jenks *
  1. Carys Jones
  2. Tom Crick
  3. Sarah Rees

Résumé

La dyslexie et l’autisme sont des conditions neurodéveloppementales connues pour influencer les expériences éducatives, mais leurs effets distincts sur les résultats scolaires restent insuffisamment étudiés dans les études de population à grande échelle. Cette étude utilise des données administratives longitudinales à l’échelle de la population du pays de Galles afin d’examiner les relations entre l’identification de la dyslexie et de l’autisme et la réussite éducative à toutes les étapes clés de l’enseignement chez les enfants nés entre 2002 et 2008 (N = 204 497). À l’aide d’une modélisation multiniveau, nous évaluons les prédicteurs démographiques, de santé et socioéconomiques de l’identification de la dyslexie et de l’autisme, ainsi que leurs associations avec l’atteinte des attentes éducatives nationales. Nos résultats indiquent que la dyslexie et l’autisme sont tous deux associés à un niveau de réussite scolaire plus faible, l’autisme présentant une association négative plus importante. Les résultats mettent en évidence des disparités dans l’identification selon le genre, le recours aux services de santé, les niveaux de défavorisation et la saison de naissance, ce qui suggère des biais potentiels dans les systèmes d’identification et de soutien. Ces résultats apportent des éclairages essentiels sur les schémas actuels d’identification et de réussite parmi les apprenants neurodivergents au pays de Galles et constituent une base de référence précieuse pour les futures recherches évaluant l’incidence des réformes éducatives en cours.

Dyslexia and autism are neurodevelopmental conditions known to influence educational experiences, yet their distinct impacts on academic outcomes remain underexplored in large-scale population studies. This study utilises longitudinal, population-level administrative data from Wales to examine the relationships between dyslexia and autism identification and educational attainment across all key educational stages in children born between 2002 and 2008 (N = 204,497). Using multilevel modelling, we assess the demographic, health, and socioeconomic predictors of dyslexia and autism identification and their associations with meeting national educational expectations. Our findings indicate that both dyslexia and autism are linked to lower academic attainment, with autism exhibiting a greater negative association. The results highlight disparities in identification based on gender, health service usage, deprivation levels, and birth season, suggesting potential biases in identification and support systems. These findings offer critical insights into current patterns of identification and attainment among neurodivergent learners in Wales and serve a valuable baseline for future research evaluating the impact of ongoing education reforms.

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Vue d’ensemble de la bibliographie citée

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Références citées
81
Avec un DOI
60
Sans DOI, à partir du texte brut de la bibliographie
21
1 / 81 (1,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
11 / 81 (13,6 %)
Références avec noms d’auteurices détectés
70 / 81 (86,4 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
11
Sans identifiant stable
21
Références avec noms bruts d’auteurices restant à vérifier
11
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
253
À partir du DOI ou de métadonnées externes
253
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
13
60 / 253 (23,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 193 / 253 (76,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
1 / 253 (0,4 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 1 / 60 (1,7 %). Personnes distinctes identifiées comme autistes : 1 / 238 (0,4 %).
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