Scale of the issue

The prevalence of speech, language and communication needs

This 10% can be divided into three groups:

Language and disadvantage

There are close links between language development and areas of social disadvantage. Many children growing up in these areas have poor language skills; their spoken language is like that of a younger child, however with the right support some can develop and catch up. Social disadvantage does not predict language development but is strongly associated and so is a risk factor for poor language skills.

• As many as 50% of children in some areas of social disadvantage start school without the language they need for learning. 
• In areas of social disadvantage children and young people are more than twice as likely to have SLCN (this study found that the likelihood of being identified as having SLCN is 2.3 times greater for children eligible for free school meals and living in areas of deprivation).

However, without support, these language difficulties can persist throughout schooling.

• Around half of primary school aged children in some areas of social disadvantage have poor language skills.
• In one secondary school in an area of social disadvantage, 83% of students had poor language.

Children in the care system are at risk of having SLCN.

• Around 63% of children living in care have language difficulties and for the majority of those the difficulties were severe, pervasive and previously unidentified.
• Looked after children have poorer language skills on entry to school than those not looked after.

Learn about Developmental Language Disorder

Developmental Language Disorder (DLD) is a diagnosis given to children and young people who have lifelong spoken language difficulties. It is common, affecting approximately 7.6% of all children primary school, which equates to 2 or 3 in every average class of 30 in the UK.

Find out more about DLD and explore I CAN’s host of DLD resources for schools here.