A recent study examined the records of approximately 540,000 primary school children across England, revealing significant disparities in the identification of specific learning difficulties, which include challenges with reading and mathematics. Currently, fewer than 2% of pupils are diagnosed with these difficulties, a figure that falls short of international estimates suggesting that 5% to 10% of children are affected. The research indicates that the school environment plays a crucial role; children in high-achieving schools are more likely to be identified when they struggle academically compared to peers in lower-performing schools. Gender disparities were also noted, with boys being twice as likely to be diagnosed as girls, likely due to different behavioral manifestations of learning difficulties. Additionally, children from non-English speaking backgrounds and those from lower-income families are at a disadvantage, as assessment tools often fail to accommodate their needs. The study calls for a national framework to standardize the identification process and improve teacher training to recognize biases, emphasizing that effective identification should rely on objective screening tools rather than subjective teacher judgment.