The challenges in teacher preparedness for SLCN

News & Views  .  13 January 2025

At the end of last year, Tes and Teacher Tapp1 highlighted a concerning gap in teacher preparedness for supporting students with SLCN:

Only 15% of primary and 17% of secondary teachers feel equipped to meet these pupils’ needs. 

While these figures will come as no surprise to many, they reinforce the urgent need for additional training to help teachers navigate the complexities of SLCN in their classrooms, ensuring every student gets the support they need to thrive.


The need for interim measures

When a pupil demonstrates potential signs of SLCN, putting in place appropriate speech and language support is vital – as is reaching out to the local speech and language therapy service when required. However, with over 75,000 children in England currently waiting for therapy, according to recent NHS data, interim measures are more important than ever. Schools must act swiftly to empower their staff with strategies that will have a positive impact on progress during this critical waiting period.

So, what approaches can educators utilise to provide meaningful support while balancing the dynamic and demanding responsibilities of the classroom?

One of our speech and language therapists, Lydia Kijowska, offers some practical and impactful strategies and advice:

1. “Sometimes what looks like unexpected behaviour is actually a sign of a communication need.”

Viewing behaviour through a communication-focused lens can transform how teachers interpret and respond to classroom challenges. 

Tools like Verbo’s screeners can help teaching staff identify potential SLCN, set appropriate targets and take the first steps toward tailored interventions. Webinars such as “See Behaviour, Think Communication” also provide practical insights into adapting teaching approaches and creating a supportive and inclusive learning environment.

2. “Small changes can have a big impact.” 

Adjustments such as using visual supports or breaking instructions into manageable chunks can significantly enhance a pupil’s ability to communicate and engage with learning. Conducting classroom environment audits is a practical way to identify and implement these changes effectively.

 3. “Integrating strategies into existing routines is so important.”

We know how busy teachers are. Embedding SLC approaches into regular lessons, such as incorporating oracy tasks, quick lesson starters or even during a lunch club, ensures these strategies are applied universally and effectively. Activities like games or structured discussion tasks not only engage pupils but also build their confidence beyond the classroom, developing skills they can use to make friends, take part in extracurricular activities or prepare for work.

These approaches work best when utilised at a whole-school level to ensure they have the greatest impact. Using Verbo’s bite-sized CPD training modules during staff meetings is one way to make practical tools more accessible. Additionally, whole-school frameworks like “Zones of Regulation” or “Word Aware” can strengthen collective capacity for SLCN support across the school.


Tailored support for primary and secondary settings

Across both phases, simplifying instructions, chunking information and incorporating practical demonstrations can make a significant difference, ensuring pupils feel motivated and supported.

How you tailor the support will depend both on the preferences and needs of each individual child or young person and the resource available within the setting.

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Primary Schools: Challenges often include attention and listening, understanding and expressive language, vocabulary, narrative skills, and social interactions. Strategies such as using visual aids, simplifying language, and breaking tasks into smaller steps can clarify expectations and foster independence.

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Secondary Schools: While many of the challenges seen in primary are also experienced in secondary (and vice versa), SLC needs can become more complex in older children. Masking behaviours, difficulties with social participation, and challenges in emotional regulation are common, alongside the need to develop functional life skills such as self-advocacy and emotional awareness.


Final thoughts

There isn’t a SaLT magic wand – it’s everyone’s responsibility to create a communication environment in which children and young people can thrive.

Inclusion must be more than an aspiration—it needs to be a foundational principle of teacher development.

By embedding SLCN into both initial and ongoing training, schools can equip staff to confidently meet the diverse needs of their pupils.

With practical tools, targeted training and a commitment to creating inclusive classrooms, we can make a significant difference for pupils with SLCN, helping them to overcome barriers and achieve their full potential. Only then can we truly achieve the vision of inclusive education.


1 https://www.tes.com/magazine/news/general/lack-of-teacher-training-itt-on-send-threatens-dfe-inclusion-plan

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