What the Proposed NCEA Changes Mean for Neurodiverse Learners
If you're a parent of a child with learning differences, you've likely heard about major changes coming to NCEA. The Government has just released their consultation document outlining the biggest shake-up to New Zealand's secondary education system since NCEA began in 2002.
For students with dyslexia, ADHD, autism, dyscalculia, and other learning differences, these changes are particularly significant. Let's break down what's actually happening, when it will affect your child, and most importantly - what you need to know to help them succeed.
What Changes Are Actually Happening?
The Government wants to replace the current three-level NCEA system with something completely different. Here's the simple breakdown:
Out: The Current System
Year 11: NCEA Level 1 (multiple subjects, many ways to pass)
Year 12: NCEA Level 2
Year 13: NCEA Level 3
In: The New System
Year 11: Foundational Award (focused on maths, reading, writing)
Year 12: New Zealand Certificate of Education
Year 13: New Zealand Advanced Certificate of Education
The most significant change? Year 11 students will no longer work towards NCEA Level 1. Instead, they'll focus entirely on building strong foundations in literacy and numeracy through the new Foundational Award.
Why Is This Change Happening?
The Government consulted with employers, universities, and schools who all said the same thing: too many students are graduating without the basic skills they need for work or further study.
Current problems identified:
Students can pass NCEA Level 1 by avoiding challenging literacy and numeracy subjects
There's too much variation between schools in what's taught and how
Some students graduate with qualifications but significant gaps in essential skills
Employers and universities don't always trust that NCEA graduates are truly ready
The goal: Ensure every student has solid foundations in reading, writing, and mathematics before moving to higher-level qualifications.
Timeline: When Will This Affect Your Child?
The changes won't happen overnight. Here's the rollout plan:
2026: New curriculum starts with Year 9 students
2028: First Foundational Award given to Year 11 students
2029: First New Zealand Certificate of Education for Year 12
2030: First New Zealand Advanced Certificate of Education for Year 13
Important: Students already in Years 10-13 in 2026 will continue with the current NCEA system. Only students starting Year 9 in 2026 will experience the new system.
Benefits for Students with Learning Differences
1. Dedicated Time for Foundation Skills
Instead of rushing through multiple subjects, Year 11 becomes entirely focused on mastering literacy and numeracy - exactly what many students with learning differences need.
Why this matters: Research shows that students with dyslexia, ADHD, and other learning differences often need more time and intensive instruction to develop these crucial skills (Torgesen, 2004).
2. Clear, Consistent Standards
The new system promises less variation between schools in what's taught and how it's assessed.
Why this matters: Students with learning differences benefit from structured, systematic approaches. Inconsistent teaching methods can be particularly challenging for these learners.
3. Reduced Assessment Pressure
Moving from three years of formal assessment to two means less cumulative stress over secondary school.
Why this matters: Many students with learning differences experience heightened anxiety around formal assessments. Fewer assessment years could reduce this pressure.
4. Better Preparation for Future Success
Students will have stronger foundations before tackling higher-level qualifications.
Why this matters: Students with learning differences often struggle when advancing to complex material without solid basics. This change addresses that gap directly.
Potential Challenges for Students with Learning Differences
1. Higher Stakes in Year 11
With literacy and numeracy becoming the sole focus, students who struggle in these areas face increased pressure.
The concern: Students who previously could achieve NCEA Level 1 through strengths in subjects like art, technology, or practical courses may now find it harder to demonstrate success.
2. One-Size-Fits-All Approach
The standardised Foundational Award may not accommodate different learning styles and strengths.
The concern: Students with learning differences often have spiky profiles - strong in some areas, weak in others. A narrow focus might not capture their true capabilities.
3. Limited Alternative Pathways
The current system allows multiple ways to achieve qualifications. The new system appears more rigid.
The concern: Students who learn differently may need different routes to demonstrate their knowledge and skills.
4. Assessment Format Concerns
If the Foundational Award relies heavily on traditional testing formats, students with learning differences may struggle despite having the knowledge.
The concern: Many students with dyslexia, ADHD, or autism perform poorly on tests but demonstrate knowledge effectively through other methods.
What This Means for Different Learning Differences
Students with Dyslexia
Opportunities:
Dedicated time for systematic phonics and reading instruction
Focus on foundational literacy skills with evidence-based methods
Challenges:
High-stakes literacy assessment may cause significant anxiety
Traditional testing formats may not reflect true capabilities
Students with ADHD
Opportunities:
Clearer structure and expectations may improve focus
Less complex qualification system to navigate
Challenges:
Intensive focus on challenging areas may increase stress
Limited opportunity to shine in preferred subjects
Students with Autism
Opportunities:
Systematic, structured approach aligns with learning preferences
Clearer expectations and consistent standards
Challenges:
Reduced flexibility may limit accommodation of specific interests
Social communication aspects of literacy may remain challenging
Students with Dyscalculia
Opportunities:
Dedicated time to build number sense and mathematical reasoning
Systematic approach to numeracy development
Challenges:
High-stakes numeracy assessment creates significant pressure
Limited alternative ways to demonstrate mathematical understanding
How to Prepare Your Child: Action Steps for Families
1. Start Early with Foundation Skills
Don't wait until Year 11 to address literacy and numeracy gaps. The stronger these skills are before the new system begins, the better positioned your child will be.
Key areas to focus on:
Phonological awareness and systematic phonics
Reading fluency and comprehension strategies
Basic numeracy and mathematical reasoning
Working memory and attention strategies
2. Seek Comprehensive Assessment
Understanding your child's specific learning profile is crucial for targeted intervention.
What to assess:
Phonological processing abilities
Working memory capacity
Processing speed
Attention and executive function
Mathematical reasoning skills
Written expression abilities
3. Advocate for Appropriate Accommodations
Ensure your child's learning support needs are well-documented and that schools understand how to accommodate different learning styles within the new framework.
Important accommodations might include:
Extended time for assessments
Alternative assessment formats
Assistive technology support
Reduced anxiety environments
Clear rubrics and expectations
4. Build Self-Advocacy Skills
Help your child understand their learning differences and develop strategies for self-advocacy in academic settings.
Key skills include:
Understanding their own learning profile
Communicating needs to teachers
Using appropriate accommodations independently
Developing resilience and growth mindset
Questions to Ask Your Child's School
As these changes approach, engage actively with your child's school:
How will the school prepare students with learning differences for the Foundational Award?
What evidence-based literacy and numeracy programmes will be used?
What accommodations will be available for students with learning differences?
How will progress be monitored and support adjusted?
What happens if a student doesn't pass the Foundational Award on their first attempt?
The Study Nook's Perspective: How We Can Help
Our evidence-based approach aligns directly with what students will need to succeed in the new system:
Systematic Foundation Building
We specialise in the exact skills the Foundational Award will assess:
Systematic phonics and phonological awareness
Reading fluency and comprehension
Numeracy concepts and problem-solving
Written expression and spelling
Individualised Intervention
Every programme is tailored to your child's specific learning profile, ensuring efficient progress in areas of greatest need.
Multi-Sensory Methods
Our approaches incorporate visual, auditory, and kinaesthetic learning pathways - crucial for students with learning differences.
Progress Monitoring
Regular assessment ensures intervention remains targeted and effective, building the consistency your child needs.
Looking Ahead: Preparing for Success
The proposed NCEA changes represent both challenge and opportunity for students with learning differences. While the increased focus on foundational skills creates higher stakes, it also provides unprecedented opportunity for targeted intervention to make a lasting difference.
The key message for families: Don't wait. The window between now and 2028 is critical for ensuring your child has the foundational skills they need to thrive in the new system.
Remember:
These changes affect students starting Year 9 in 2026
Early intervention is more effective than waiting until problems become severe
With the right support, students with learning differences can absolutely succeed
The new system could be transformative for students with learning differences - but only if they receive the targeted, evidence-based support they need during this critical preparation period.
The window of opportunity is now. Don't wait to see how these changes affect your child - let's work together to ensure they're prepared to succeed.
References
Birsh, J. R. (Ed.). (2011). Multisensory teaching of basic language skills. Paul H. Brookes Publishing.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
Ministry of Education. (2025). National Certificate of Educational Achievement / NCEA changes: Summary of discussion document. Te Tāhuhu o te Mātauranga.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf.
Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 355-382). Paul H. Brookes Publishing.
