Social interactions can be particularly challenging for those with SLCN. A common but often overlooked phenomenon in SLCN is ‘camouflaging’. In this article, we’ll look at what this is, its impact on those with SLCN and how we can support our pupils who camouflage.
What is camouflaging in SLCN?
Camouflaging in SLCN refers to strategies used to hide communication difficulties, often through masking or compensation. Children may do this consciously to fit in or unconsciously due to limited awareness. It can involve covering up challenges to appear more capable in social situations, impacting their confidence and wellbeing.
Camouflage behaviours include:
Use of specific conversational tools:
Pupils may simplify their language to avoid complex vocabulary, tricky sounds or difficult sentence structures. They might use stock phrases to maintain conversation or steer discussions toward familiar topics where they feel more confident. They may close conversations that don’t draw attention to their difficulties when they wish to stop talking e.g., “Oh, I feel tired today.”
Behaviours:
The class clown may be using humour to conceal the fact they didn’t understand what the adult said. A child may look defiant or shy in the classroom; in fact, they are trying to avoid speaking. Children might use visual context and watch others to work out what to do.
Lack of participation in the classroom:
A pupil may not put up their hand to answer questions due to fear of making language or speech sound errors or having to respond to complex follow-up questions, in front of the rest of the class.
Pro-social behaviours:
Other children may often put their hand up, despite not getting the right answer, to demonstrate to the teacher that they are engaged and willing to learn. Children may nod and agree with what others are saying, to draw attention away from themselves
Avoidance of environments:
Some children may avoid situations and settings that rely on talking. This might include playing on their own, choosing activities that don’t rely on talking (e.g., sports or other physical activities) or taking themselves away from languageheavy interactions
Why do children with SLCN camouflage?
Camouflaging can help pupils navigate social situations and reduce stress at the time, but this often comes at huge personal cost. Several factors drive the tendency to camouflage, exacerbated by the fact that SLCN is still relatively unknown:
Social and academic expectations: The desire to fit in and be accepted can motivate individuals to hide their difficulties
Stigma: A child with SLCN may be concerned about looking ‘stupid’ or ‘lazy’
Internalised expectations: A child with SLCN may struggle with their own expectations of being ‘good enough’
The impact of camouflaging
While this can offer short-term benefits, such as reduced social anxiety or improved acceptance, the long-term negative effects can be devastating. These include:
- Mental health difficulties: Constantly hiding your true self can lead to stress, anxiety and depression. Children with SLCN have a higher rate of anxiety and depression than their typically developing peers (for example those with DLD, a subset of SLCN, experience six times the rate of anxiety and twice the rate of depression than peers)
- Identity suppression: Over time, camouflaging can erode a pupil’s sense of identity and self-worth
- Burnout: The effort required to maintain the camouflage can lead to physical and emotional exhaustion
- Delayed support: Camouflaging can prevent pupils from seeking the help they need, intensifying their communication challenges. It also means that identification of SLCN is difficult, as needs are very well hidden. This is why screening is so important to reveal and support those with camouflaged SLCN
Supporting pupils who camouflage
Those with SLCN who camouflage would benefit from:
An inclusive environment: Ensure that diverse communication styles are accepted and valued. Encourage open dialogue about communication needs with pupils and staff
Accessible support: Ensure that support is available via information about speech, language and communication, screening and intervention
Increased awareness: Increase understanding of SLCN around the school by talking about it in classrooms and assemblies. At staff meetings or training days, discuss camouflage behaviours that individuals with SLCN use to help reduce misconceptions and promote empathy
Being encouraged to self advocate: Support your students to express their struggles and seek adaptations without fear of negative repercussions
Patience and support: Listen actively and be patient in conversations, allowing students the time and space they need to communicate as effectively as possible
Camouflaging is a complex coping strategy often used by students with SLCN. While it may offer shortterm relief, it can harm wellbeing over time. Early identification and a supportive, inclusive school environment are key to helping these pupils express themselves authentically and receive the support they need.