Kindness and Literacy: Two Low-Cost Fixes for Scotland’s Neurodiverse Students
By Mark Stoddart
Vice President
Rotary Club of World Disability Advocacy
Recently, I took part in the final two-hour research session with the University of St Andrews in Scotland—one of the oldest universities in the English-speaking world, established in 1413.
The focus of the research was the intersection of Dyslexia and Mental Health, a topic deeply personal to me. Joined by two leading professors, our panel contributed to a vital initiative tied to Dyslexia Scotland’s original survey with Glasgow University and conducted in connection with the Scottish Government’s Education Department. The goal of this collaborative push is clear: implement tangible changes across the Scottish educational landscape to better support dyslexic and neurodiverse individuals.
During the discussion, I put forward two core recommendations for St Andrews to present directly to the Scottish Parliament.
Mandatory Kindness Training for Educators
My first recommendation is to add one essential word to the national survey and policy framework: Kindness.
We must embed the importance of everyday kindness into teacher training programs from day one. Cruelty and thoughtlessness in the classroom leave lasting scars. Singling a struggling student out, calling them names, or forcing them to stand up and read aloud when it is obvious they are struggling creates severe trauma. These early experiences directly harm a child's self-worth and trigger long-term mental health challenges that persist well into adulthood.
Mandating empathy and basic consideration costs the cash-strapped Scottish Government nothing, yet it can transform lives across the country.
A Guarantee for Fundamental Literacy
My second recommendation addresses a foundational right: every child must leave school equipped to read and write.
To many, basic literacy sounds like a guarantee that is already being met. Sadly, the reality on the ground tells a different story. Far too many young people are leaving the Scottish school system still struggling to read and write to an acceptable, functional standard.
While I am not a teacher, the evidence suggests that the current educational framework is failing our children. Although the panel from St Andrews initially hesitated to use the word "failing," they ultimately had to agree with the assessment.
A Path Forward
Fixing Scotland's education system does not always require massive budget increases. By focusing on fundamental human empathy and ensuring no child falls through the cracks on basic literacy, we can build a compassionate, effective system that protects the mental well-being and future of every neurodiverse student.