Hidden speech and language challenges in the classroom
There are now 1.9 million children with speech and language challenges in the UK, an increase from 1.5 million just 2 years ago. Children who struggle to talk and understand words are six times more likely to be behind in English and eleven times more likely to be behind in Maths at age 11. They are more likely to have a mental health problem and to break the law. As adults, they are twice as likely to have periods of unemployment.
Despite the increasing numbers of children with challenges and the negative long-term impacts, it is still an issue that is not widely talked about. One of the key reasons for this is because many children with speech and language challenges are hidden. Their needs have not been identified. They are misunderstood as having behaviour issues, literacy problems, learning difficulties or just being quiet and socially withdrawn.
Children with unidentified speech and language challenges are those who are kept in at breaktime because they haven’t finished their work. They are the children who copy what their peers are doing because they haven’t understood the instruction. Some of them may act out or play up in lessons because they haven’t followed what was said.
Underlying speech and language challenges are the root cause of these issues for many children. If these challenges identified early and the right support is put in place, this can impact positively on the child’s skills in other areas. However, if speech and language challenges are missed, the child can easily develop associated challenges with learning, behaviour and mental health.
According to research, 7.6% of children – or two children in every classroom – have a lifelong speech and language challenge called Developmental Language Disorder (DLD). However, the number of pupils identified as receiving support for speech, language and communication skills in England is much lower. In fact, there are potentially over 360,000 children with DLD in England who are not receiving the support they need.
So, what can schools do to help?
1. Spot the signs
Challenges with talking and understanding words manifest differently in different children. It’s important to be alert to the possible signs that a child may be struggling. Look out for children who have difficulty following instructions, answering questions or completing work. When you notice a child experiencing difficulties, whether that be with learning, literacy, behaviour or friendships, think – “could it be a speech and language challenge?”. Use one of our free tools to have a closer look at their skills:
- Our free online Progress Checker
- Our downloadable Universally Speaking booklets for: Early years, Primary and Secondary
2. Put universal, high-quality support in place for all children’s speech, language and communication skills
Make your classroom communication-friendly by using visual supports, reducing background noise, and considering seating arrangements based on the task or activity. Communication friendly checklists can be a useful tool to audit your classroom environment and identify areas for improvement.
Other strategies include speaking more slowly, pausing often to give children thinking time, simplifying instructions and pre-teaching topic vocabulary. These small adaptations help make the learning environment inclusive of all children.
3. Put targeted support in place for children with challenges
Targeted intervention programmes and adaptive teaching practices in the classroom are both important elements of targeted support for children with speech and language challenges. Many targeted interventions include their own measures for monitoring children’s progress, and this can provide evidence to support referral to speech and language therapy if they don’t make the progress you would expect. Every child is different, so work with each child to find out what helps them most.
For more ideas and resources to help you support children’s speech, language and communication skills in your classroom, have a look at our educator resource pages.
