Each stage of education presents unique challenges and opportunities for effectively supporting pupils with speech, language and communication needs (SLCN). Below, we share practical strategies tailored to different school ages: Nursery, Primary, and Secondary. We also explore the importance of emotional and sensory regulation in enabling pupils to succeed.
Why Emotional and Sensory Regulation Matters
Pupils with SLCN often experience challenges in emotional regulation due to difficulty understanding or expressing their feelings. Sensory processing difficulties can further impact their ability to engage in learning. By supporting both emotional and sensory regulation, schools can create an inclusive environment where pupils feel safe, understood, and ready to learn.
By implementing these strategies, schools can help pupils with speech, language and communication needs to reach their full potential, building confidence and independence along the way.
Nursery (Early Years Foundation Stage)
At this stage, communication and language skills are still developing. Children with SLCN may struggle to express their needs, understand instructions, or engage with peers.
Practical Strategies:
- Use visual supports, such as picture schedules and objects of reference to aid understanding.
- Provide opportunities for play-based learning that encourages communication, e.g. role play and small group activities.
- Use simple, clear language and allow extra processing time.
- Model correct speech and language without direct correction (e.g. child: “I goed outside.” Adult: “Yes, you went outside!”).
- Create a communication-friendly environment by reducing background noise and offering quiet spaces.
Emotional and Sensory Regulation:
Young children with SLCN may struggle with frustration when they cannot express themselves. Providing a calm, predictable routine and using visual emotion charts can help them to recognise and regulate their feelings. Sensory-friendly spaces with soft seating or fidget toys can support self-regulation.
Positive Outcomes:
- Watching a child light up when they successfully communicate their wants and needs.
- Seeing friendships blossom as children learn to interact and play together.
- Observing confidence grow as children begin to use new words and express themselves more clearly.
Primary School
In primary school, language demands increase, and children with SLCN may find it difficult to keep up with literacy, follow classroom discussions, or form friendships.
Practical Strategies:
- Use structured visual aids, such as mind maps and graphic organisers, to support comprehension and expression.
- Encourage peer support through buddy systems and structured social activities.
- Pre-teach new vocabulary and concepts before introducing them in lessons.
- Check understanding regularly by asking pupils to repeat or explain instructions in their own words.
- Offer alternative means of communication, such as gesture, signing, or assistive technology, if needed.
Emotional and Sensory Regulation:
Children with SLCN can experience anxiety due to misunderstandings or difficulty expressing emotions. Introducing emotion check-ins, breathing exercises, and movement breaks can help pupils to self-regulate. Sensory tools such as weighted cushions, ear defenders, or movement-based activities (e.g. stretching or walking) can help with focus and reduce feelings of being overwhelmed.
Positive Outcomes:
- Seeing a child’s excitement when they master a new word or concept.
- Watching pupils develop strong, supportive friendships through structured social interactions.
- Noticing a pupil becoming more engaged and enthusiastic as their confidence in communication grows.
Secondary School
Secondary school presents a greater challenge, as students face complex academic language, social pressures, and a fast-paced learning environment. Pupils with SLCN may struggle to understand abstract concepts, to keep up with conversations, or to advocate for themselves.
Practical Strategies:
- Break down complex information into manageable steps and summarise key points at the end of lessons.
- Provide written instructions alongside verbal explanations.
- Encourage the use of planners and checklists to support organisation.
- Support social communication skills through small group discussions, role-play, and explicit teaching of conversation strategies.
- Assign a key adult for pupils to check in with if they need clarification or support.
Emotional and Sensory Regulation:
Teenagers with SLCN may experience heightened anxiety, especially in social situations or when faced with unfamiliar language demands. Providing quiet spaces for breaks, access to stress-relieving strategies (e.g. sensory items, mindfulness Apps), and encouraging self-advocacy skills can help them to manage their emotions effectively.
Positive Outcomes:
- Seeing a pupil confidently contribute to a discussion after struggling with participation.
- Watching a student successfully use self-advocacy skills to seek the support they need.
- Observing young people developing greater independence and resilience in communication, preparing them for adulthood.
Get the Right Support
ISLTS offers comprehensive Speech & Language Therapy Training & Support to Schools and Nurseries across East Anglia. For more information on our on and offline training and support services visit our Schools page.
SendCo Lead at Fakenham Academy shared with us her valuable feedback on how our therapists have helped their pupils with Speech, Language and Communication Needs.
“The speech and language professionals are incredibly knowledgeable and skilled, consistently tailoring their approach to meet the individual needs of each student. Whether it’s supporting students with speech delays, language processing difficulties, or social communication challenges, the services offered have been invaluable in helping students build essential skills to succeed in the classroom and beyond.”
