The voices of school staff are crucial… but are they heard enough?

When I worked as a therapist in schools, talking to staff was a key part of helping me to understanding the child.

Of course: observation was vital for seeing how children interacted with others. Assessment was essential for digging deeper into specific speech and language profiles.

But having rich discussions with those who spent time with the children almost every day added so much depth. I could find out what the child enjoyed, what their friendships looked like, how they spent their days and why.

Similarly, listening to staff is important to help us understand the challenges of supporting those with additional needs.

So, I reached out to school staff with a simple question:

“What’s the hardest thing about supporting SLCN?”

Their responses typically fell into three main themes.

Knowledge

“I just feel like I don’t know enough. I have worked for such a long time in this field, but sometimes I feel like an imposter.”

This feeling comes up often, and genuinely – most people know more than they think!  Sometimes, it takes stitching that theoretical and practical knowledge together, adding a sprinkle of confidence and creativity and giving yourself permission to “have a go”.

But, that said, delving into SLCN is like opening a can of worms. There’s a lot to learn.

Consider:

  • Training options, do check that they are reputable and evidence-based
  • Shadowing or working alongside another member of staff
  • Exploring online information hubs, where you can find expert advice
  • Going to a speech and language conference – in person or online

Loneliness

“I’m a speech and language TA, the only one in the school. I have no one to talk to for support, advice or just to bounce ideas off.”

Being the only person in the school focused on speech and language can be isolating.  It can also seem like an uphill struggle to even just convince others how very important speech and language is, especially in the face of so many competing priorities.

It might help to:

  • Join a SLCN or SEND network. Explore what there is within your area or trust.
  • Creating a SLCN network – if there isn’t an existing one, why not try pulling a network together yourself?
  • Use online communities (such as those on Facebook) to share experiences and get support.

Time

“Time! I have none! I want to give my speech and language pupils the very best of me…but I can’t.”

There simply aren’t enough hours in the day to do everything expected in a school environment.  Juggling tasks – such as managing behaviours, stepping in when staff are absent, tracking down lost resources, laminating, photocopying, laminating…

When time is tight, compromise becomes essential. Increasing focus on targets rather than resources can help, for example:

  • Using simple, familiar games as a structure rather than preparing new materials – accessing ready-made materials and plans.
  • Keeping activities low-prep or resource-light – e.g., counting fingers, noughts and crosses, dots and boxes
  • Embedding practice into what’s already happening. Think – what can be done in the classroom?

These answers confirm what we already know – that the challenge isn’t a lack of care or effort.  Instead, it’s related to logistical factors: time, complexity and frequently having to do the role alone. I’m always so inspired by the tenacity and passion that staff show when working with their pupils. Hopefully, these little tips will make things lighter for you and enable you to keep your energy and enthusiasm, whatever the day brings.

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Are you interested in connecting with other school staff who share a passion for supporting children with speech and language needs? There are great opportunities to learn from and support one another. You can:

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