Making Communication Count: The Role of Speech and Language Therapists in Schools

When you see a speech and language therapist in a school, it’s easy to picture their work as direct sessions with pupils. Yet these visible sessions represent only a small part of what they do. Much of their impact comes from ongoing collaboration, coaching, and problem-solving that embed communication support across school life and ensure progress lasts far beyond individual sessions.

Collaboration Beyond the Classroom

Recent research (Brady et al., 2022; Law et al., 2021) highlights that successful speech and language interventions depend heavily on context-sensitive collaboration and ongoing informal support, not just blocks of intervention. This “hidden work” includes co-planning with teachers, adapting resources to fit curriculum demands, delivering staff training, and liaising with families to reinforce strategies at home.

When speech and language therapists are embedded within a school, working there weekly or fortnightly rather than visiting occasionally, their influence becomes woven into everyday teaching and learning. The Education Endowment Foundation (EEF, 2023) and the Royal College of Speech and Language Therapists (RCSLT, 2023) both emphasise that ongoing, in-situ coaching and collaboration lead to stronger, more sustainable outcomes than short-term interventions alone.

Embedded therapists observe communication in real time, whether in classrooms or on the playground, allowing immediate feedback and problem-solving alongside staff. This continuous presence helps them spot subtle shifts in a child’s communication profile early and adapt support before small challenges become barriers to learning or wellbeing (Sutherland & Thomas, 2020).

Empowering Teachers and Staff

Beyond direct pupil support, this approach empowers teachers and teaching assistants. By modelling strategies, offering coaching, and celebrating successes, speech and language therapists help staff build confidence and competence in supporting speech, language, and communication needs. Over time, this leads to a school-wide culture where communication support is seamlessly integrated into daily routines rather than seen as an “add-on” (Rose et al., 2022).

Evidence shows that schools adopting an embedded model also see wider benefits. The National Foundation for Educational Research (NFER, 2024) reported that schools with regular input from speech and language therapists noted improved pupil engagement, reduced behavioural referrals, and stronger staff capacity overall.

An Investment in Sustainable Support

Ultimately, embedding speech and language therapists in schools leads to:

• Faster identification and response to communication needs.

• Tailored, context-aware strategies aligned with curriculum goals.

• Empowered, confident teaching staff.

• Consistency in how strategies are used with pupils.

• Sustainable, whole-school improvements in inclusion and learning.

As pressures on schools and SEND services grow, the embedded model represents not just an enhancement but an investment. It ensures that communication support is proactive, responsive, and deeply integrated within school life. The visible sessions may capture attention, but it is the hidden, collaborative work of coaching, adapting, and connecting that truly drives lasting change for pupils, staff, and the wider school community.

Raising Awareness for DLD Day

This Friday, 17th October, marks Developmental Language Disorder (DLD) Day, an opportunity to celebrate and raise awareness of the 1 in 14 children affected by DLD. Research shows that children with DLD make the most progress when speech and language support is ongoing, embedded in school routines, and tailored to classroom contexts (Brady et al., 2022; Law et al., 2021). DLD Day highlights the importance of understanding and supporting communication needs so that every child has the opportunity to reach their full potential.

Embedding speech and language support in schools ensures communication support is meaningful, consistent, and transformative for every child.

References

• Brady, M., Dockrell, J., & Lindsay, G. (2022). Beyond therapy sessions: Exploring the impact of speech and language therapists embedded in schools. International Journal of Language & Communication Disorders, 57(3), 565–579.
• Department for Education. (2022). SEND Review: Right Support, Right Place, Right Time.
• Education Endowment Foundation. (2021). Improving Communication and Language in the Early Years.
• Education Endowment Foundation. (2023). Effective Teaching and Learning in Communication.
• Gibbard, D., & Moorcroft, H. (2020). Family-school partnerships and speech and language therapy: A review of the evidence. International Journal of Language & Communication Disorders, 55(4), 531–542.
• Law, J., Charlton, J., & Dockrell, J. (2021). Embedding speech and language therapy in school contexts: Evidence and practice. Child Language Teaching and Therapy, 37(1), 69–83.
• National Foundation for Educational Research (NFER). (2024). Impact of Embedded Specialist Support in Schools.
• Rose, L., Patel, H., & Andrews, J. (2022). Collaborative models of speech and language therapy in mainstream schools: Outcomes and challenges. Child Language Teaching and Therapy, 38(2), 143–159
• Sutherland, K., & Thomas, S. (2020). Monitoring communication development: The role of embedded speech and language therapists in schools. Journal of Child Psychology and Psychiatry, 61(8), 857–865.
• Royal College of Speech and Language Therapists (RCSLT). (2023). Optimising Specialist Support in Education Settings.

‍

_{Disclaimer: The views and opinions expressed in blog posts are solely those of the individual author and do not necessarily represent those of Plymouth Learning Partnership CIC. The content is provided for general information and educational purposes only and should not be relied upon as professional or legal advice. Plymouth Learning Partnership CIC accepts no responsibility or liability for any errors, omissions, or actions taken in reliance on this content. The individual author is responsible for ensuring that any third-party material used (including text, images, and media) does not infringe copyright. Plymouth Learning Partnership CIC does not accept liability for any unauthorised use of copyrighted material by the individual author.}