SLCN: Seven common signs and some in-school interventions

This article was originally published on Headteacher Update. You can read it here.

With 1 in 5 children thought to be behind with their talking and/or understanding of words, spotting the signs of speech, language and communication needs has never been more vital. Speech and language therapist Hannah Cook advises.

It is estimated that 10% of children will be affected by long-term and persistent speech, language, and communication needs (Public Health England, 2020), and that around 4 in 10 of those will go through our school system unidentified (Communication Trust, 2014).

The Listening to unheard children report (Speech and Language UK, 2023), meanwhile, estimates that 1.9 million children (1 in 5) are behind with their talking and/or understanding of words.

It is highly likely that you too have experienced children struggling to learn, form friendships, express themselves, process information, and engage fully in educational and social settings.

Identifying SLCN early is essential for providing the appropriate support, but it can be particularly challenging in a busy classroom environment.

Often perceived as behavioural difficulties, the symptoms of SLCN and wider communication difficulties can be easily misunderstood. As teachers, being aware of the subtle signs that indicate a child might be struggling with SLCN can lead to earlier intervention and more effective support.

Here are seven signs to look out for with some tips on how to make simple, effective adaptions.

1. Vocabulary

A child with SLCN might use generalised vocabulary – such as “I’m doing cakes” instead of “I’m baking a cake” – or make errors in word meaning (semantic) and sound (phonological). They might find it challenging to learn and recall technical vocabulary or abstract concepts.

A word wall or topic dictionary where new words are displayed can help support this by encouraging pupils to use these words in sentences.

Word maps can be another valuable tool in exploring the meanings and sounds of new words. By visually breaking down a word into its components, pupils can better understand its structure and usage.

Repetition is key when it comes to reinforcing learning for children with SLCN. Revisiting new vocabulary frequently through various activities – such as flashcards, quizzes, or interactive games – can help solidify their understanding and recall. Consistent exposure to new words in different contexts ensures that pupils do not just memorise terms temporarily, but actually understand their meanings and applications.

2. Following instructions

Many pupils with underlying SLCN struggle with understanding and following classroom instructions, which can often be mistaken for non-compliance or inattentiveness.

Break-down instructions into smaller, manageable chunks and present them in the order they should be carried out. This step-by-step method reduces cognitive load and makes complex tasks seem less overwhelming.

Spoken words can be easily forgotten, especially in a busy classroom, so incorporating visuals like task plans, visual timetables, or “now and next” boards can be helpful. These tools serve as constant reference points that pupils can check as needed, promoting independence and reducing the need for repeated verbal reminders.

Some children can become adept at masking their difficulties by following others. Establishing a classroom culture where pupils feel safe asking for clarification and support, where questions are welcomed, and mistakes are viewed as learning opportunities rather than failures can be transformative for children with SLCN.

Model this behaviour by regularly checking in with pupils, encouraging them to voice any confusion, and praising their efforts to seek help.

3. Putting words/sentences together

Pupils with SLCN may have difficulty structuring sentences or narratives coherently. Look for those who struggle to answer open-ended questions, rely heavily on yes/no questions, or provide lengthy but confusing explanations that lack key information. These are signs of expressive language difficulties.

Using visuals, such as who/what/when/where narrative frameworks, provide a structured format for pupils to organise their thoughts and ensure they include essential details in their responses. Modelling and repeating sentence structures back to them with praise can help reinforce correct use and givesd much-needed confidence.

Time is the most crucial thing – give children extra time to organise their thoughts and express themselves and celebrate when they do.

4. Play

Play underpins speech, language, and communication development, evolving throughout childhood to support various developmental milestones. Through play, children learn to express themselves, understand others, and navigate social interactions. However, when a child isn’t meeting these milestones, it can be a sign of underlying SLCN. For example, younger children struggling with pretend play or older children having difficulties negotiating the rules of a game or group dynamics may indicate areas where they need additional support.

Exploring these challenges requires a tailored approach that considers the child’s developmental stage and individual interests. For younger children, engaging them in creative play with toys they are interested in can be particularly effective. Developing a plot with their favourite toys can encourage them to use language to describe actions, express emotions, and interact with others.

Older children, on the other hand, might benefit more from modelling and guidance in navigating the rules of games and group dynamics. These children often need support in understanding and adhering to social rules, taking turns, and negotiating roles within a group.

It is essential to always consider neurodiversity when supporting children’s play and communication development. Neurodivergent pupils might explore toys and engage in games differently than their peers. They might have unique interests or ways of interacting that don’t align with traditional play patterns and it is important to honour this.

5. Forming friendships

Forming and maintaining friendships is crucial for children’s social development and school experience. If a pupil struggles to make friends, first determine if having friends is important to them and understand their concept of friendship.

For those who do express a desire for friendships but find it challenging to form them, try establishing a buddy system. Pairing pupils with peers can help them navigate social interactions more comfortably.

Another option could be to support playground games or break-time activities: structured activities during these unstructured times can provide a framework for children to interact, making it easier for them to join in and participate.

Finally, having a variety of clubs during breaks can help children with similar interests to meet and build friendships organically, particularly beneficial for less confident individuals.

6. Displaying distressed behaviours

Difficulties in understanding others and expressing yourself can be hugely frustrating and emotionally overwhelming. Behaviours perceived as “challenging” often stem from unmet or unseen needs.

During heightened emotional moments, try modelling calm behaviours such as using a calm voice and open, non-threatening body language. For example, maintaining a relaxed posture, making gentle eye contact, and speaking slowly and softly can help soothe a distressed child.

Reducing verbal instructions during these moments is also critical. When a child is overwhelmed, additional verbal input can exacerbate their stress and confusion. Instead, focus on providing simple, clear, and concise directions.

Problem-solving should be attempted only when the child is calm and regulated, as additional demands during a state of distress can exacerbate the situation.

7. Withdrawing

Some pupils may become quieter and withdraw if they struggle to access the content being taught. This withdrawal might be a response to the same underlying issues that cause distressed behaviours, though the outward reaction differs.

Regularly check-in with these pupils – assess if their written work reflects their understanding and if they are more comfortable sharing their learning with a peer. Consider whether additional psychological needs, such as selective mutism or anxiety, might be affecting their behaviour.

Final thoughts

If you have concerns about a pupil’s SLCN, it is crucial to contact your local speech and language therapy service as soon as possible. Although waiting lists for these services are currently at an all-time high – with more than 75,000 children in England waiting for speech and language therapy according to recent NHS data – initiating this process early is essential.

Specialist intervention from a speech and language therapist can significantly affect a child’s academic and social success. While waiting for an appointment, utilising the tools and resources mentioned above, and seeking support from peers and professional networks, can make a huge difference.

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• SLCN
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