How concerned should we be about the numbers of children presenting with speech and language issues?
The rising number of children struggling with speech and language is a significant concern. Research shows that unidentified speech, language and communication needs (SLCN) can have a lasting impact on a child's ability to engage with learning, often leading to academic underachievement. The evidence is clear: early intervention is crucial. If these issues aren't identified and supported in the early years, they can lead to difficulties with literacy, behaviour and even long-term social mobility.
What typical problems are being seen in schools and early years settings?
Teachers and early years practitioners are reporting a range of difficulties. These include children with limited vocabulary, struggling to follow instructions, or difficulty articulating their thoughts, feelings and needs. These challenges can lead to frustration, withdrawal from social interactions, and, in some cases, disruptive behaviour. In a classroom setting, language difficulties can become a barrier to participation, making it harder for children to develop the foundational skills they need for learning.
What typically happens in terms of physical and cognitive development in relation to acquiring and using language in the earliest years of life - and we're talking pre-birth onwards - is an incredible journey. A journey in which physical structures develop and infant neuroplasticity supports language development at a rate that is nothing less than awe-inspiring. But it's a complex and complicated journey, reliant on all kinds of environmental conditions.
High quality support for families and well trained, well-resourced Early Years professionals are vitally important in ensuring that all children have the best possible start in life in terms of language and literacy development.
Are speech and language difficulties often mistaken for behavioural or academic struggles?
Very often, yes. When a child is unable to express themselves clearly, it can be misinterpreted as inattention or behavioural issues. Similarly, difficulties with reading, writing and even maths can stem from underlying language challenges. A child who struggles with problem-solving in maths, for example, may not have difficulty with numbers but rather with the language used in worded problems. Recognising the link between speech and language skills and wider learning difficulties is key to ensuring the right support is in place.
How important is early identification of speech and language issues? What are the consequences if these issues go unnoticed?
Early identification is absolutely critical. Without it, children face an uphill battle - not just in school, but in their broader development. Research has shown that unidentified language difficulties are linked to higher rates of school exclusion, absenteeism and even poorer mental health outcomes. In contrast, when speech and language needs are identified and supported early, children are far more likely to develop strong literacy skills, engage positively with learning and build confidence in their communication abilities.
What role does early oral language development play in wider literacy?
Oral language is the foundation of literacy. A child's ability to talk and understand language directly influences their ability to read and write. Research consistently shows that strong early language skills support phonological awareness, vocabulary development and comprehension - all of which are essential for literacy success.
The importance of this cannot be overstated; children who start school with strong oral language skills are at a clear advantage in learning to read and write.
How can teachers be supported to teach fundamental language skills with confidence?
Giving teachers the confidence and tools to support children's language development is vital. Here, we mean anyone working with young children and so training for all staff interacting with, encouraging, guiding and instructing need to be aware of strategies and approaches to encourage and develop talk - fostering curiosity and supporting and responding to expression and enquiry.
High-quality training, practical resources and ongoing professional development are all key to ensuring that educators feel equipped to foster speech and language skills in their classrooms. Schools that prioritise structured approaches to oracy - such as dedicated speaking and listening activities, storytelling frameworks and discussion-based learning - see tangible benefits in children's confidence and communication abilities.
Collaboration is also important; when teachers work alongside speech and language professionals, they can embed strategies that make a real difference in children's learning.
How important is reading at home and how can parents be supported?
The role of parents and caregivers in fostering early language and communication development is enormous. A rich home learning environment, where children are exposed to books, stories, and everyday conversations, can set them up for success. However, many families face barriers to this - whether due to time pressures, confidence in reading aloud, or a lack of access to books.
Initiatives like the Early Words Matter campaign aim to bridge this gap by equipping parents with the resources and confidence they need to support their child's early language development.
Practical tips - such as having back and forth, serve and return interactions even with very young babies, talking to children throughout the day, narrating activities and making reading an enjoyable shared experience - can be simple but highly effective.
Starting from before their baby is even born, parents play a vital, continuous role in laying and building on the foundations for communication. So, for families, we have an extensive range of supportive resources, hints, tips and guidance designed with accessibility and inclusivity in mind, that can be found on our Words for Life site.
What resources or strategies can help schools and teachers?
There are many evidence-based resources available to support speech and language development in settings and schools. Our Early Words Together programme, for example, offers guidance on strengthening early language skills through interactive activities and simple language strategies such as contingent talk and interactive activities.
Taking a whole-setting or whole school approach - where speech, language, and communication are prioritised across all areas of learning - tend to see the most positive outcomes. We have partnered with the DfE to produce resources for practitioners as part of our Start for Life campaign, which are freely available for download on our main website.
Final thoughts?
The message is clear: early language matters. Without strong speech and language skills, children face significant barriers to learning, literacy and overall development. Schools, early years practitioners, and families all have a role to play in fostering these crucial skills. By prioritising early identification, structured oracy teaching and practical support for parents, we can give every child the best possible start on their learning journey.
