The importance of identifying and supporting speech, language, and communication needs (SLCN) in learners

Last year, we shared with you results from a Speech and Language UK report called Listening to Unheard Children. Findings were based on the responses of over 1000 teachers in both primary and secondary settings and showed that 1.9 million children – that’s 1 in 5 pupils – were facing challenges in the development of speech, language and communication skills. 

Speech, language and communication needs (SLCN) is an umbrella term that covers difficulties related to speech sound development, understanding and using language, or communicating with others. Identifying and supporting these needs is critical for helping children reach their potential.

Why is identifying SLCN so crucial?

For children who find difficulty in talking and understanding words, challenges can be many and far-reaching. 
These skills directly affect literacy, numeracy, and problem-solving skills. Children with unsupported needs are at higher risk of struggling with reading comprehension, written expression, and understanding instructions. In fact, they are 6 times more likely to be behind in English and 11 times more likely to be behind in Maths by the end of primary school. 

There is also the social and emotional impact. Pupils with communication difficulties may struggle to make friends and express their emotions. For some children, managing any interaction can be tricky, and the end result can be a perception that they are ‘badly behaved’. Left unchecked, SLCN can have significant and lasting effects, even leading to employability issues and mental ill health.
However, when SLCN is identified early, interventions can be put in place to support a child’s learning and development. This early help can prevent – or at the very least minimise – serious and life-long consequences. 

It’s clear, therefore, that the need to support children in developing speech, language and communication skills is great. But many children with SLCN go unsupported, either because their differences are subtle or because they develop compensatory strategies. 
Couple that with the fact that 53% of the teachers who responded to Speech and Language UK’s survey said that they felt they didn’t have the right skills to support the needs they saw in their classrooms, and we seem to have the perfect storm.
 
So, how can we make sure that we are providing the right support to enable all students to engage fully in school life?

Identifying SLCN

Identifying SLCN can be challenging, especially when difficulties are masked, or when children have mild needs. But it’s vital that teachers and support staff are aware and observe their learners closely for clues.
Strategies for identifying SLCN:

1. Observe interactions: Pay attention to how children follow instructions, interact with their peers, and contribute to discussions. Difficulty in understanding or expressing feelings or requirements may indicate additional need.
2. Monitor progress: Watch for signs that a pupil is struggling to understand and carry out tasks. SLCN often affects reading comprehension, following multi-step instructions, or producing coherent written work.
3. Consider behaviour patterns: When children behave in certain ways, whether through what is considered disruptive behaviour or quiet withdrawal, they are trying to communicate something essential. In these circumstances, taking a step back. Reflections such as “what might be causing this behaviour?” or “what is this child trying to express?” are often useful.
4. Talk to parents and carers: Family members may have noticed communication barriers at home. Collaborating with parents can help provide a fuller picture of the child’s communication abilities.
5. Talk to colleagues and specialists: If you have concerns, flag them with your SENCO and ask for support. Where needs are greater or a formal assessment is required, more specialist knowledge – for example from a speech and language therapist – may be necessary.

Supporting Pupils with SLCN

Once SLCN has been identified, it is important to provide tailored support that aligns with each pupil’s unique needs. Practitioners can offer help in various ways, both through direct interventions and adjustments to the learning environment.

Mild to moderate needs can often be met through a range of quite simple and straightforward strategies, such as:

1. Consider the amount you talk: It can be tiring listen carefully and process large amounts of information. Help learners by planning clear and concise contributions.
2. Use shorter sentences and simple language: Break down instructions into smaller, manageable parts and avoid using overly complex vocabulary.
3. Avoid colloquialisms, sayings and idioms: Putting all your eggs in one basket can be very confusing for anyone… especially if you don’t have any eggs or baskets! 
4. Think about the number and type of questions you ask: Carefully scaffold questions to build confidence. The best questions are open but carefully targeted.
5. Allow for thinking time: Rushing them can increase anxiety and confusion, so allow children more time to process what they’ve heard and respond to questions or instructions.
6. Ask for clarification: Check for understanding by asking pupils to repeat instructions in their own words.
7. Offering communication-friendly alternatives: For children who find verbal communication challenging, provide alternative ways to express themselves, such as using assistive technology or non-verbal communication methods.

Creating a Communication-Supportive Environment

A communication-friendly environment benefits all children, not just those with identified SLCN. Practitioners can play a key role in making classrooms more inclusive and supportive of communication in general by:

1. Reducing background noise: Minimise distractions in the classroom, such as unnecessary background noise or visual clutter, to help pupils focus on verbal instructions and conversations.
2. Modelling effective communication: Adults in the setting should demonstrate good communication habits, such as speaking clearly, maintaining eye contact, and using gestures to support speech.
3. Encouraging peer support: Facilitating positive interactions with peers with strong communication skills can help children to pick up new vocabulary, expressions and social communication skills. This can be supported by adult-led small group work, role-play activities and games.
4. Creating a positive atmosphere: An encouraging environment where children feel comfortable asking for help and expressing their thoughts fosters better communication. Consistently praise their efforts, rather than their achievements. 
5. Using structure and routine: Predictable schedules and consistent routines reduce stress for pupils, as they become familiar with what is expected and can anticipate what comes next.
6. Providing communication breaks: Offer regular breaks for children who may need time to regroup and process language-heavy tasks. A quiet corner or relaxation space can be beneficial.
7. Displaying communication-friendly resources: Posters, word walls, and other communication aids should be visible around the classroom. This gives children accessible tools to refer to when they need help expressing themselves.

You make the difference

Identifying and supporting SLCN in children and young people is critical to their ability to reach their potential and thrive into adulthood. Practitioners can make a significant difference by observing pupils carefully, providing tailored support, and fostering a communication-friendly environment. 

More information on this theme

The theme of speech, language and communication is one of the themes explored in the Universal SEND Services online SEND CPD units. These ‘short hop’ learning journeys encourage practitioners to explore the most commonly observed barriers to learning regardless of age, label or area of need. Each unit can be completed in under an hour.

Access FREE CPD units

Further knowledge and understanding can be unlocked by attending Specialist Spotlight Sessions. These online interactive discussions feature the specialists involved in developing the units, and offering the chance to contextualise learning, share experiences with other practitioners and seek advice. 

Specialist Spotlight Sessions run throughout next half term on the themes of SLCN and Behaviour as Communication.

Register for FREE today