Spot it, Support it: A Teacher’s Guide to Speech, Language and Communication Needs
With the start of a new school year fast approaching, teachers will soon be getting to know a new group of pupils: their personalities, strengths, learning styles and individual needs. Among these, Speech, Language and Communication Needs (SLCN) can sometimes be more difficult to spot. While some communication difficulties may be immediately noticeable, others can be subtle and may initially look like inattention, reluctance to participate or difficulties with learning.
So, what should educators look out for, and how can they help? Here are some practical pointers for spotting and supporting SLCN in the classroom.
Why is identifying SLCN so important?
Speech, language and communication skills are fundamental to learning. For children who experience difficulties with speaking, understanding language or communicating effectively, the impact can be wide-ranging. These skills underpin many aspects of education, including literacy, numeracy, problem-solving and social interaction.
Without appropriate support, children with SLCN may be more likely to experience difficulties with reading comprehension, written expression and following or interpreting classroom instructions. Research suggests that by the end of primary school, children with speech, language and communication needs are six times more likely to be behind in English and eleven times more likely to be behind in Maths (Whole School SEND, 2024).
Early recognition therefore matters. By identifying potential difficulties and putting appropriate support in place, educators can help reduce barriers to learning and give children greater opportunities to participate confidently in classroom life.
NEW WH-QUESTIONS RESOURCE
NEW WH-QUESTIONS RESOURCE
Spot it: What might SLCN look like in the classroom?
SLCN can present differently from one child to another. Some signs may be obvious, while others can easily be mistaken for behavioural or learning difficulties.
A child may:
Use a limited range of vocabulary or frequently struggle to find the right word.
Find it difficult to understand or follow verbal instructions.
Watch and copy their peers when asked to complete a task rather than responding directly to the instruction.
Have difficulty organising their thoughts or explaining what has happened.
Need additional time to process questions and formulate a response.
Become frustrated or withdraw when language demands increase.
Find it difficult to participate in conversations or group activities.
Importantly, what looks like behaviour may sometimes reflect an underlying communication difficulty. A child who appears inattentive, oppositional or disengaged may actually be struggling to understand what has been said or to communicate what they need.
Looking beyond the behaviour and asking “Could this child be finding the language demands of this situation difficult?” can provide a helpful starting point.
Support it: Small classroom changes can make a difference
Supporting SLCN does not always require complicated changes. Adjusting the way information is presented can make the classroom more accessible for children who have difficulty processing or using language.
When giving instructions, consider using less language and keeping sentences short and clear. Address the child directly and break longer instructions into smaller, manageable steps. Rather than providing several pieces of information at once, introduce one step at a time and allow the child time to process it before moving on.
Verbal information can also be reinforced through visuals, demonstrations, gestures and written key words. These provide children with another way of accessing information if spoken language alone is difficult to process.
Teachers can also consider pre-teaching key vocabulary before introducing a new topic or concept. Giving children an opportunity to become familiar with important words and what they mean can make it easier for them to follow subsequent classroom discussions and activities.
Predictable classroom routines can provide further support by reducing uncertainty and helping children anticipate what is expected of them (Oracy Cambridge, 2025). And remember the importance of waiting. When a child does not answer immediately, resist the urge to repeat the question or fill the silence straight away. Quietly counting to five can provide valuable processing time and give the child an opportunity to organise their thoughts and respond.
When might further support be needed?
Classroom strategies can make an important difference, but persistent concerns about a child's speech, language or communication development may warrant further exploration.
Consider referring the child to a Speech and Language Pathologist (SLP) for a comprehensive evaluation where appropriate. An SLP can explore the child's communication strengths and areas of difficulty in greater depth and help determine whether their skills are developing as expected or whether additional support may be beneficial.
The findings of an evaluation can inform recommendations tailored to the child's individual needs. These might include strategies for home and school, monitoring over time or speech and language intervention where indicated. Collaboration between the SLP, teachers and family can help ensure that recommendations are meaningful and can be incorporated into the child's everyday learning and communication environments (ASHA, n.d.).
Spot it & Support It
Teachers are in a unique position to notice how children communicate, understand instructions, interact with their peers and respond to the language demands of everyday learning. They are not expected to diagnose speech, language or communication difficulties but their observations can be invaluable in recognising when a child may need additional support.
Sometimes, relatively small changes in how we communicate can make a significant difference in how successfully a child can participate.
By spotting the signs, reducing communication barriers and seeking further support when necessary, we can help children feel understood, included and better equipped to show us what they know.
References
American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools. American Speech-Language-Hearing Association
Oracy Cambridge. (2025). Oracy and speech, language and communication needs. https://oracycambridge.org/oracy-and-slcn/?utm_source
Whole School SEND. (2024). The importance of identifying and supporting speech, language, and communication needs (SLCN) in learners. https://www.wholeschoolsend.org.uk/blog/importance-identifying-and-supporting-speech-language-and-communication-needs-slcn-learners?utm_source
