Malta Exam Board Denies Dyslexic Student Extra Time – Ombudsman Rules Injustice
**Exam Board Blunder Leaves Maltese Dyslexic Student Without Crucial Help – Ombudsman Steps In**
A Maltese student with dyslexia was unfairly denied extra time during critical exams after the local examination board failed to recognise their learning difficulty, the Ombudsman has found. The ruling, released this week, has sparked fresh debate about how Malta’s education system supports students with specific learning needs – and whether systemic change is overdue.
According to the Ombudsman’s investigation, the student – whose identity has been withheld for privacy – was diagnosed with dyslexia by a licensed professional and had previously received learning support throughout their schooling. However, when applying for access arrangements for national secondary-level exams, the board rejected the request, citing “insufficient evidence.”
The student was forced to sit the exams under standard conditions, a situation the Ombudsman described as “not only unfair, but potentially damaging to the student’s academic future.” The report concluded that the board’s decision was “unreasonable and lacked sensitivity to the student’s documented needs.”
In Malta, where academic performance in secondary exams can determine access to sixth form, university, and even certain vocational paths, the stakes are high. For students with dyslexia – a common learning difficulty affecting reading, writing, and spelling – extra time and other accommodations are not luxuries, but necessities.
“This isn’t just about one student,” said Dr. Claire Bonello, a local educational psychologist. “It’s about a system that still struggles to understand that dyslexia isn’t a matter of intelligence or effort. It’s a neurological difference that requires support, not skepticism.”
The Ombudsman’s findings have resonated deeply within Malta’s neurodivergent community. Parents, educators, and advocacy groups have long criticised what they describe as an inconsistent and often opaque process for securing exam accommodations.
“Every year, we hear stories of students being denied help or having to jump through endless hoops just to get what they’re legally entitled to,” said Marisa Xuereb, president of the Malta Dyslexia Association. “It’s exhausting for families and humiliating for students. This case is a wake-up call.”
The Ministry for Education has responded to the Ombudsman’s report, stating that it is “reviewing the case and evaluating current procedures to ensure fairness and accessibility for all students.” A spokesperson added that the ministry is “committed to inclusive education and will take the necessary steps to prevent similar incidents.”
However, critics argue that vague promises are no longer enough. “We’ve had reports, recommendations, and reviews before,” said Dr. Bonello. “What we need is accountability. The board needs training, transparency, and a clear appeals process. Students shouldn’t have to rely on the Ombudsman to get basic rights.”
The case also highlights a broader cultural issue in Malta, where academic success is often narrowly defined and fiercely competitive. In a society where “il-bord” (the exam board) carries near-mythical weight, the idea of challenging its decisions can feel daunting – especially for families already navigating the complexities of learning difficulties.
“Malta is a small place. Everyone knows everyone. If you speak up, you worry your child will be labelled or penalised,” said one parent, whose dyslexic son was also denied extra time last year. “We need to change that culture. This isn’t about favours – it’s about fairness.”
The Ombudsman has recommended that the exam board reconsider the student’s case and provide appropriate accommodations for future assessments. It also urged the education authorities to develop clearer guidelines and training for staff handling access arrangements.
For the student at the heart of this case, the ruling offers a measure of justice – if too late to undo the stress and disadvantage already endured. But for many others, it offers hope that their struggles might finally be seen, heard, and addressed.
As Malta continues to evolve its education system, this case serves as a sobering reminder: inclusion isn’t just about buildings or buzzwords. It’s about ensuring that every student – regardless of how they learn – is given a fair shot at success.
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**Conclusion:**
The Ombudsman’s intervention shines a light on a flawed process that failed a vulnerable student. While the findings are a step forward, they also expose the gaps in Malta’s education system when it comes to supporting neurodivergent learners. Real change will require more than apologies – it demands reform, transparency, and a cultural shift that values equity as much as excellence.
