Supporting Speech, Language & Communication

In this article and supporting video, we explore how speech, language and literacy skills are closely connected, helping you recognise potential barriers and discover practical strategies to support children and young people to communicate and learn.

Recognising the signs

Communication difficulties can present in a variety of ways. Pupils may have limited attention and listening skills, struggle to follow verbal instructions, focus only on the final part of a sentence, avoid work or appear disengaged, or become easily distracted during lessons. A useful way to understand this experience is to imagine sitting in a classroom where everyone is speaking a language you do not fully understand. Very quickly, concentration becomes difficult, and distractions become far more appealing. For many pupils with communication needs, this is how the classroom can feel every day.

Modelling language

Modelling language can be a very effective strategy. Giving pupils the words they would use if they could. Often, adults instinctively ask questions such as: “Do you need help?” or “What’s wrong?” However, questions place additional demands on a pupil. They must process the language, formulate a response and communicate it back. Instead, staff can reduce pressure by modelling the language for them. For example: “Need help?” or “I don’t like that.” This approach provides pupils with functional language they can begin to internalise and use independently over time. Think of it as gradually building their vocabulary bank through repeated exposure and support.

Breaking instructions down

Classroom instructions are often far more complex than we realise. A typical instruction, such as: “Sit down, get your English book out, write the date and title,” contains multiple steps and a large amount of language processing.

For pupils with communication difficulties, simplifying and chunking instructions can make a significant difference. Strategies include, giving one instruction at a time, using the pupil’s name first to gain attention, getting down to the pupil’s level, and supporting attention with visual or gentle physical prompts where appropriate. For example: “Coat off.” Or “Get your English book.” This reduces cognitive overload and improves the likelihood of success.

Using visual supports

Visual supports are invaluable in helping pupils understand expectations and remain focused on tasks. One simple but effective tool is a task planner. A visual breakdown of lesson activities that pupils can refer to independently. Adding tick boxes can further support motivation and task completion. These visuals can be adapted to suit individual needs, using either written words or symbols and pictures, depending on the pupil’s literacy level.

“Now and Next” Boards

Providing clear structure through visual timelines can also reduce anxiety and improve engagement. A “Now and Next” board helps pupils understand what they are doing now and what will happen next. For pupils who struggle with demands or transitions, this clarity can be incredibly reassuring. Over time, these supports can be expanded into longer visual schedules for the day.

Why speech, language and literacy are linked

Speech, language and literacy skills are closely connected, with strong communication skills providing the foundation for reading, writing and learning. Children first learn to recognise sounds and develop language before using these skills to understand written words, express their ideas and access the wider curriculum.

Supporting vocabulary development

Vocabulary plays a vital role in communication and literacy. Children are more likely to read, understand and use a word if they have heard it before and understand its meaning. Developing a strong vocabulary helps children build confidence, improve reading comprehension and express themselves more effectively.

Supporting language comprehension

Some pupils may appear distracted, disengaged or unresponsive when they are actually finding it difficult to understand spoken language. Unfamiliar vocabulary, lengthy instructions and busy environments can all make language harder to process. Breaking information into smaller chunks, using visual supports and allowing extra processing time can help pupils understand, respond and engage more confidently.

Taking a neuroaffirming approach

Every child has their own communication strengths, preferences and ways of interacting with others. A neuroaffirming approach recognises and values these differences, adapting support to meet individual needs. By listening to children, understanding what works for them and building on their strengths, we can help them feel understood and able to participate fully in learning and social interactions.

Creating communication-friendly classrooms

Small changes in how we communicate can have a profound impact on pupils with language difficulties. By slowing down our language, reducing verbal overload and supporting communication visually, we create classrooms where all young people have a greater opportunity to succeed. Communication underpins every aspect of learning, and with the right strategies in place, we can ensure every pupil feels understood, supported and able to participate confidently in the classroom.

In this video, Hana Whitty, our Senior Speech and Language Therapist, explores practical strategies for supporting pupils with communication difficulties in the classroom.