Supporting Behaviour in the Classroom
Challenging behaviours in the classroom can often reflect underlying communication difficulties rather than intentional disruption. Speech and Language Therapy (SLT) research shows that strengthening communication skills can significantly improve behaviour, emotional regulation, and learning outcomes.
Children with speech, language, and communication needs (SLCN) may struggle to understand instructions, express feelings, or interact socially. Misunderstanding these challenges can lead to frustration and behavioural issues. Applying SLT-informed strategies helps create a more inclusive and supportive classroom.
Key SLT-informed strategies to support behaviour:
- Use clear, concise language and break down instructions into manageable steps
- Pair verbal instructions with visual supports such as schedules, now/next boards, and emotion cards
- Provide increased processing time after giving instructions to allow children to respond
- Teach emotional vocabulary explicitly through activities like check-ins or story-based learning
- Integrate consistent routines and predictable classroom structures to reduce anxiety
- Model appropriate communication by commenting more than questioning and using supportive language
- Use sentence starters and prompts to help students express themselves effectively
By integrating these strategies, educators can address the root causes of behavioural difficulties, helping students feel more secure, understood, and ready to learn.
References:
- Law, J., Charlton, J., & Asmussen, K. (2017). Language as a Child Wellbeing Indicator. Early Intervention Foundation.
- Dockrell, J., & Lindsay, G. (2008). Identifying the educational and social needs of children with speech, language and communication difficulties. British Journal of Educational Psychology.
- Gascoigne, M. (2006). Supporting children with speech, language and communication needs within integrated children’s services. Royal College of Speech and Language Therapists.