The Importance of Communication

Children’s communication is about so much more than being able to answer a question in class or tell your parents what you did in school. The ability to communicate is central to who we are, how we learn, and what we do in our lives. Here in the UK our school curriculum is based around communication: for instance, almost all of you reading this are able to do so because you were taught to read via your speaking and listening skills.

It stands to reason then that the consequences of unaddressed speech, language and communication needs (SLCN) can be disastrous for a child, and are often lifelong. Learning gaps between children with SLCN and their peers open up early in their academic lives, and continue to grow wider the longer that needs are left unchecked. As a child if you can’t fully understand what is being taught, and can’t effectively explain to teaching staff that you are struggling, then you have no chance to ever fulfil your potential in school.

It’s easy to see the impact that could have on your grades, your employment prospects, your self-confidence, your self-esteem, and your ability to interact socially – and there’s so many more ramifications too. Here are a few facts that need to be much more widely known:

• Communication needs are the most prevalent type of all SEN among children of primary school age, affecting over 24% of children with statements (Office for National Statistics)
• At least 60% of youth offenders have speech and language difficulties, with many unable to comprehend rehabilitation programmes, increasing recidivism
• Young people with a learning difficulty are twice as likely to be NEET (not in education, employment or training) as those without
• Approximately 10% of school children have speech and language difficulties; this figure can rise to over 50% in deprived areas

The pattern is all to familiar to those working in SLT and those in youth offending teams: there is clear evidence of the correlation between SLCN and poor behaviour in class. Frustrations at not being able to understand what is being taught often leads to misbehaviour, which can then lead to truancy, followed by exclusion from school, and then appearing in the youth offending system.

We work with lots of children who have simply needed the right support at the right time; we’ve been able to help several children come off the special needs register altogether, because their underlying issue was an undiagnosed problem with speech and language. When a communication difficulty manifests itself as a behavioural issue, it takes specialist skills, training and experience to identify it.

Many children in mainstream schools are not receiving this support when they need it, and some are subsequently unnecessarily placed in special schools, affecting the rest of their lives. Many children in special schools, despite a mandated requirement for the state to provide it, also cannot access the vital support they need.

That’s one of many reasons why we are so passionate about what we do, and why we feel so strongly that therapy should be delivered from within schools themselves. And of course, why we’re trying to help make sure as a country we do more.