Impact on Learning and Academic Outcomes
Speech, language and communication needs have a profound and lasting impact on children's education. Language underpins almost every aspect of learning, from understanding instructions to reading, writing, and engaging in classroom discussions.
Research evidence shows that:
- The gap between children with SLCN and their peers widens over time. A reading age gap of 3 months at age 6 can grow to 5 years by age 14 if needs are not addressed
- Only around 15% of children with identified SLCN achieve expected levels in English and maths by the end of primary school
- Children with Developmental Language Disorder (DLD) are significantly more likely to struggle with literacy, particularly reading comprehension and written expression
- Vocabulary knowledge at age 5 is a strong predictor of academic achievement at age 16
- SLCN can mask a child's cognitive ability, as they may understand concepts but struggle to demonstrate understanding through language
The Bercow: Ten Years On review (2018) emphasised that early identification and targeted support can make a significant difference, but many children with SLCN continue to be under-identified in schools.
Impact on Social Development and Relationships
Communication is the foundation of social relationships. Children with SLCN often experience difficulties in forming and maintaining friendships, which can have long-lasting effects on wellbeing.
- Children with SLCN are more likely to experience social isolation and loneliness
- They may struggle to understand social cues, join in conversations, or participate in group play
- Peer relationships can be particularly challenging, as children may be teased, misunderstood or excluded
- Difficulty expressing emotions and needs can lead to frustration and conflict
- Children with SLCN report feeling less popular and less able than their peers
Impact on Behaviour and Emotional Wellbeing
There is a strong link between SLCN and behaviour difficulties. Children who cannot express themselves verbally may communicate their frustration, confusion or distress through behaviour.
- Up to 80% of children with social, emotional and behavioural difficulties have unidentified speech, language or communication needs
- Children with SLCN are at increased risk of anxiety, depression and low self-esteem
- Behaviour that appears defiant or non-compliant may actually be due to not understanding instructions
- Children may avoid speaking situations or withdraw from group activities to mask their difficulties
- The link between SLCN and mental health difficulties persists into adolescence and adulthood
Research shows that over 60% of young people in the youth justice system have SLCN, highlighting the serious consequences of unaddressed communication difficulties.
Long-Term Impact
Without appropriate support, SLCN can have lifelong consequences:
- Lower employment rates and reduced earning potential in adulthood
- Higher risk of mental health difficulties throughout life
- Increased likelihood of social isolation and difficulty forming relationships
- Over-representation in vulnerable groups, including the youth justice system and care leavers
Early identification and effective intervention are critical. The Bercow reviews emphasise that with the right support, children with SLCN can thrive academically and socially.
Strategies for Teachers
Teachers play a vital role in supporting children with SLCN. Effective strategies include:
- Using clear, concise language and avoiding complex sentences
- Supporting spoken instructions with visual aids, written instructions or gestures
- Breaking down instructions into small, manageable steps
- Allowing additional processing time for children to understand and respond
- Checking understanding through questioning and observation, not just asking "Do you understand?"
- Pre-teaching key vocabulary before lessons
- Using repetition and recapping to reinforce learning
- Providing opportunities for rehearsal before speaking in front of the class
- Creating a language-rich environment with vocabulary displays and word banks
- Modelling correct language use without overtly correcting errors
- Encouraging peer support and collaborative learning with clear talk prompts
- Being aware that behaviour may be a communication of unmet needs
How Teaching Assistants Can Help
- Pre-tutoring key vocabulary and concepts before lessons
- Sitting near the pupil to offer discreet support and clarification
- Repeating or rephrasing instructions in simpler language
- Using visual supports such as symbols, pictures or written prompts
- Encouraging verbal participation in a safe, low-pressure environment
- Acting as a communication partner, modelling good listening and turn-taking
- Observing and reporting back on the pupil's understanding and engagement
- Supporting social interactions at playtime and lunchtime
- Watching for signs of frustration, withdrawal or anxiety linked to communication difficulties
- Liaising with speech and language therapists to carry out recommended activities