Supporting Pupils With Communication Difficulties

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Here, Hana shares how communication difficulties can sometimes appear as disengagement or poor attention, and explores practical strategies to support pupils, including modelling language, simplifying instructions and using visual supports to make learning more accessible.

Current statistics on developmental language disorder (DLD) suggest that around 2 children in every classroom may experience significant language difficulties. These pupils are often misunderstood as being distracted, disengaged or unwilling to participate, when in reality they may simply be struggling to process the language around them.

Recognising the signs

Communication difficulties can present in a variety of ways. Pupils may have limited attention and listening skills, struggle to follow verbal instructions, focus only on the final part of a sentence, avoid work or appear disengaged, or become easily distracted during lessons. A useful way to understand this experience is to imagine sitting in a classroom where everyone is speaking a language you do not fully understand. Very quickly, concentration becomes difficult, and distractions become far more appealing. For many pupils with communication needs, this is how the classroom can feel every day.

Modelling language

One highly effective strategy is modelling language. Giving pupils the words they would use if they could. Often, adults instinctively ask questions such as: “Do you need help?” or “What’s wrong?” However, questions place additional demands on a pupil. They must process the language, formulate a response and communicate it back. Instead, staff can reduce pressure by modelling the language for them. For example: “Need help?” or “I don’t like that.” This approach provides pupils with functional language they can begin to internalise and use independently over time. Think of it as gradually building their vocabulary bank through repeated exposure and support.

Breaking instructions down

Classroom instructions are often far more complex than we realise. A typical instruction, such as: “Sit down, take your coat off, get your English book out, write the date and title,” contains multiple steps and a large amount of language processing.

For pupils with communication difficulties, simplifying and chunking instructions can make a significant difference. Strategies include: Giving one instruction at a time, using the pupil’s name first to gain attention, getting down to the pupil’s level, and supporting attention with visual or gentle physical prompts where appropriate. For example: “Coat off.” Or “Get your English book.” This reduces cognitive overload and improves the likelihood of success.

Using visual supports

Visual supports are invaluable in helping pupils understand expectations and remain focused on tasks. One simple but effective tool is a task planner. A visual breakdown of lesson activities that pupils can refer back to independently. Adding tick boxes can further support motivation and task completion. These visuals can be adapted to suit individual needs, using either written words or symbols and pictures, depending on the pupil’s literacy level.

“Now and Next” Boards

Providing clear structure through visual timelines can also reduce anxiety and improve engagement. A “Now and Next” board helps pupils understand what they are doing now and what will happen next. For pupils who struggle with demands or transitions, this clarity can be incredibly reassuring. Over time, these supports can be expanded into longer visual schedules for the day.

Creating communication-friendly classrooms

Small changes in how we communicate can have a profound impact on pupils with language difficulties. By slowing down our language, reducing verbal overload and supporting communication visually, we create classrooms where all young people have a greater opportunity to succeed. Communication underpins every aspect of learning, and with the right strategies in place, we can ensure every pupil feels understood, supported and able to participate confidently in the classroom.