Science and Tech secy Peter Kyle and Jamie Oliver call for earlier diagnosis, better tools and training to improve dyslexia support in schools
Artificial intelligence can play a transformative role in supporting children with dyslexia and improving their educational outcomes, according to the UK’s science and technology secretary Peter Kyle. Speaking at London Tech Week, Kyle said AI has the potential to “level up” opportunities for dyslexic pupils in ways traditional education systems cannot, due to limited human resources and expertise.
Kyle, who himself is dyslexic and uses AI tools to support his ministerial work, called on the government to reimagine how technology can be integrated into classrooms to meet the needs of young learners with specific learning difficulties. “AI is an incredible tutor,” he told The Guardian. “It gets to know you, how you ask questions, how you think. It fits around your own individual learning characteristics.”
His comments come as high-profile campaigners such as TV chef Jamie Oliver, who is also dyslexic, push for urgent reforms to improve early diagnosis and specialised teacher training for dyslexia. An estimated 6 million people in the UK have the condition, which mainly affects reading and writing abilities.
Oliver’s campaign is calling for universal screening of children before the age of eight, something experts say could drastically reduce the gap in attainment between dyslexic students and their peers. Currently, only 22% of pupils with specific learning difficulties achieve grade 5 or above in GCSE English and maths, compared to 52% of those without special needs.
Kyle acknowledged this disparity, saying that while the UK’s current exam system is “robust,” there remains an urgent need to consider how AI can reshape assessment and learning. “We’re reviewing the curriculum, and we have to carefully look at how AI can transform education and help us assess and understand a young person’s abilities into the future,” he said.
The minister described feeling “quite emotional” after witnessing AI in action as a learning aid for children with dyslexia. “It provides empathy, encouragement and deep knowledge,” he said. “The current challenge is that we simply don’t have enough skilled human capacity to deliver the kind of personalised support dyslexics need. That’s where AI can step in.”
Kay Carter, chief executive of the Dyslexia Association, echoed Kyle’s optimism. She said AI was already helping to level the playing field by handling tasks that many dyslexic students struggle with, such as memorising facts or recalling information quickly. “This may shift the educational focus towards problem-solving and critical thinking—areas where many dyslexics naturally shine,” she said.
However, Carter warned that AI should not replace quality teaching. “Technology should supplement, not substitute, the teacher. What it offers is greater access for dyslexic students to their own learning.” Kyle’s support for AI in education was part of a wider address in which he tackled growing tensions between the government and the creative industries over the use of copyrighted content in training AI models. Last month, musician Elton John criticised Kyle personally over the issue, calling him “a bit of a moron.” Kyle responded diplomatically, saying he was “always available” for dialogue, and had already met with musicians like Björn Ulvaeus of ABBA as well as small creative organisations.
He clarified that the current Data Bill was “totally not suitable” to legislate on the complex issue of copyright and AI, and confirmed that the government would introduce a comprehensive AI bill in the next parliamentary session. “As soon as the Data Bill is passed, I’ll set up working groups to move rapidly towards new legislation,” he said.
With the intersection of education, technology, and creativity now central to UK policymaking, Kyle’s comments highlight a growing belief in Westminster that AI—if properly regulated and thoughtfully applied—can unlock more inclusive opportunities for future generations.
