Establishing expert consensus on the development and implementation of a Whole School Approach to supporting primary school children with dyslexia: A Delphi study

Abstract Dyslexia affects an estimated 7%–10% of children and can have a profound and lasting impact on literacy, academic attainment and wellbeing. In Northern Ireland, provision for children with dyslexia remains inconsistent, characterised by variation in identification procedures, delays in assessment and uneven support across schools. A Whole School Approach (WSA) offers a strategic and sustainable model for embedding dyslexia‐inclusive practice across all aspects of school life. This study aimed to achieve expert consensus on the essential components of a WSA to support primary school children with dyslexia. A modified two‐round Delphi design was employed with 40 international experts, including educational psychologists, SENCos, specialist teachers, researchers and policymakers. Round 1 comprised 60 items across seven domains (development, components, leadership, parental involvement, training, progress assessment and barriers). Round 2 refined 11 items based on feedback. Quantitative data were analysed using descriptive statistics and interquartile ranges, while qualitative feedback was analysed thematically. Consensus was defined as ≥70% agreement. Results indicated strong cross‐professional agreement across all domains, particularly development, training and inclusion. Divergence was observed in opinions regarding online professional development and the involvement of external facilitators. The findings provide a robust, expert‐informed foundation for developing a consensus‐informed Whole School Approach Logic Model intended to guide coherent dyslexia‐inclusive practice within primary education.