The education ministry’s initiative to introduce “systematic pathways” for identifying children with educational difficulties and disabilities deserves our commendation. This proactive approach acknowledges that addressing individual learning needs is essential for building an inclusive and equitable education system.

Often, society fails to distinguish between intellectual disabilities and learning difficulties, treating them as interchangeable. This misunderstanding compounds the challenges faced by children with invisible disabilities such as dyslexia, attention deficit hyperactivity disorder (ADHD), or mild intellectual impairments. These children often go undiagnosed, leaving their struggles unnoticed by teachers, parents, and even health professionals. This oversight can have profound consequences, impacting their education, self-esteem, and future opportunities.

When a child with an undiagnosed learning difficulty struggles to keep up in class, they may be unfairly labelled as lazy, inattentive, or unmotivated. Imagine a student who mixes up letters while reading and writing—a hallmark of dyslexia. Without a proper diagnosis, the child may be scolded for carelessness rather than given the tools to succeed. Over time, this repeated cycle of failure and misunderstanding erodes their confidence and willingness to learn. The damage extends beyond academics, affecting their social interactions and emotional well-being.

Systematic identification is critical because it paves the way for targeted interventions. For instance, a child with ADHD may benefit from structured routines and clear instructions, while a child with dyslexia could thrive with assistive technologies and individualised teaching methods. When identified early, these supports can transform a child’s educational experience, allowing them to realise their potential rather than being held back by challenges that remain unaddressed.

Equally important is the need to educate the public about these conditions. Raising awareness among teachers, parents, and peers fosters understanding and empathy. For example, in some progressive school systems, students with learning differences are celebrated for their unique strengths rather than stigmatised for their challenges. This inclusive mindset creates a supportive environment where every child feels valued.

However, the initiative’s success depends on effective implementation. Schools must be equipped with trained professionals who can recognise and assess learning differences. Teachers need practical tools and training to adapt their methods to diverse needs. Parents must be engaged as partners, understanding the importance of seeking help without stigma or fear. And, perhaps more important, the programme requires consistent monitoring and refinement to ensure no child is left behind.

In rural areas where we often lack access to specialised services, mobile assessment units or partnerships with community health workers could bridge the gap. Technology, too, can play a role, such as using apps to screen for learning difficulties or providing online resources for teacher training.

Every child has the right to education that empowers them to succeed. Therefore, ignoring invisible disabilities is not just a personal loss for the child, it is a societal failure to nurture potential. A child who feels understood and supported today could become tomorrow’s innovator, leader, or artist.

The measure of a nation’s progress is not in its treatment of the successful but in its care for the vulnerable. Investing in these children is not charity—it is a responsibility and an investment in our shared future.