What a Speech-Pathologist Wants Teachers to Know
- roshnislpa
- 36 minutes ago
- 13 min read
Supporting Students With Confidence, Understanding & Collaboration
Classrooms today are beautifully diverse. Within one group of students, you may have children who are confident speakers, some who whisper their thoughts, some who struggle to find the right words, and others who have big ideas that stay locked inside because expressing them is hard.
As a teacher, you are often the first adult outside the family to notice how a child communicates, which makes your role incredibly powerful.
Speech-Language Pathologists (SLPs) work behind the scenes to help children find their voices, but we know that real magic happens in the classroom, where communication is practiced hundreds of times a day. This is why the partnership between teachers and SLPs is not just helpful, it is essential.
Importance of teachers understanding in supporting students with speech and language difficulties:
Teachers observe children across different subjects and situations.
Teachers see how communication affects friendships, confidence, and behaviour.
Teachers understand the academic demands children face daily.
SLPs bring tools and insights that help you support communication more effectively. When both sides work together, children don’t just improve speech — they thrive emotionally, socially, and academically.
This blog shares the core things speech pathologists wish every teacher knew. Whether you teach kindergarteners learning to form their first sentences or older students navigating complex language, these insights can help you create a more supportive and inclusive learning environment.
Understanding Speech and Language Disorders
Students don’t always come to school with fully formed speech and language skills. For some, communication is a daily hurdle, one that affects both academics and social life.
Common Speech & Language Challenges Seen in Classrooms
Type of Challenge | What It Means | How It Shows Up in Class |
Stuttering | Disruptions in the flow of speech. | Repetitions, blocks, visible tension while talking. |
Articulation Disorders | Difficulty pronouncing certain sounds. | “wabbit” for “rabbit”; unclear speech. |
Language Delays/Disorders | Trouble understanding or using language. | Difficulty following instructions, limited vocabulary. |
Social Communication Difficulties | Challenges with conversational skills. | Unable to start a conversation, misunderstanding jokes, and difficulty maintaining topics. |
Voice Disorders | Issues with pitch, volume, or voice quality. | Hoarse, nasal, or strained voice. |
How These Disorders Impact Children
Reduced academic performance: Students may struggle to understand instructions or express ideas, which affects tasks like reading comprehension, writing, or participating in discussions.
Challenges with reading and writing tasks: Language-based difficulties can make it hard to decode text, understand new vocabulary, or organize written work logically.
Social withdrawal or speaking anxiety: Children who fear being misunderstood might avoid answering questions or interacting with peers, especially during group activities or presentations.
Misinterpretation as “behaviour problems”: Difficulty following instructions may look like defiance or inattentiveness when the child simply didn’t understand what was said.
Speech Disorder vs Behavioural Issue: Key Differences
A Speech/Language Difficulty Might Look Like… | But It’s Not… |
|---|---|
Not answering questions immediately | Defiance |
Using simple words or incomplete sentences | Low intelligence |
Zoning out during verbal instructions | Lack of interest |
Avoiding speaking tasks | Laziness |
Understanding these differences helps teachers respond with support rather than frustration.
Early Identification and Referral
Teachers are often the first to notice when something feels “off” in a child’s communication.
Signs Teachers Should Watch For That Indicate A Speech Difficulty
Difficulty following multi-step directions: A child may manage “Pick up your book.” but get lost with “Pick up your book, turn to page 5, and underline the first paragraph.”
Very limited vocabulary for their age: Some children use only basic words (“that thing,” “this one”) even when more specific vocabulary is expected.
Speech that is hard for others to understand: If classmates frequently say “What?” or the child repeats themselves often, it may indicate an articulation concern.
Repeating sounds or getting stuck while talking: Stuttering behaviors such as “b-b-b-ball” or long pauses may appear during high-pressure tasks like reading aloud.
Avoiding speaking activities: A child who avoids presentations or never raises their hand may be anxious because of underlying speech difficulties.
Why Timely Referral Matters
Younger children progress more quickly in therapy: Early brain development makes it easier to correct sounds, build vocabulary, and improve communication patterns.
Prevents learning gaps from widening: When communication difficulties go unaddressed, they often show up later as reading problems, spelling errors, difficulty following instructions, or weak written expression. The sooner communication improves, the better the child performs in core subjects like English and Math.
Boosts confidence during early school years: Children who struggle verbally often hold back from answering questions or joining group discussions. Early support helps them feel safe enough to participate—leading to stronger engagement and fewer behavioural shutdowns.
Supports social development and friendships: Children who struggle to communicate often withdraw or get excluded by peers. A timely referral gives them the tools to join conversations, understand social cues, and make friends more easily.
Builds emotional resilience early: Early intervention helps children feel more capable, understood, and connected to peers. This protects self-esteem during the most formative years of identity building.
Early intervention often means better long-term outcomes—academically, emotionally, and socially.
How Teachers Can Support Students With Speech Issues
Teachers don’t need to be speech experts. Small changes in the classroom can make a huge difference.
Supportive Classroom Environment
Speak slowly and clearly: Clear pacing helps children process language more effectively, especially during instructions.
Provide visual cues: Using pictures, charts, or simple gestures reinforces spoken instructions. E.g., pointing to the board when giving homework directions.
Give extra response time: Some children need a few seconds to plan what they want to say and reduces pressure. A simple 3–5 second pause works wonders.
Avoid finishing sentences for the child: Filling in words can increase anxiety; instead, maintain eye contact and let them finish at their own pace.
Create a culture of kindness among peers: A classroom where students celebrate differences encourages children with communication challenges to participate more freely.
Instructional Techniques
Break instructions into smaller steps: Saying “Open your notebook… now write the date” is easier to follow than giving everything at once.
Reduce background noise when possible: Students with language challenges may struggle more in noisy environments during group work or transitions.
Use hands-on activities (multisensory learning) : Manipulatives, role-play, drawing, building—these strategies help children understand concepts even if verbal explanations feel hard. It also reduces pressure to rely only on spoken responses.
Maintain predictable routines: Visual schedule charts, consistent morning routines, and clear transition signals reduce anxiety and help children understand what’s coming next. Structure supports comprehension.
Provide written or visual summaries: A checklist on the board, steps for a science task, or a small printed cue card can make learning more accessible for children who struggle with auditory memory. For example, writing “Steps for the science experiment” on the board supports memory and understanding.
Check for understanding privately: Some children might nod along in whole-group settings even if they’re confused. A quick one-on-one check (“Show me what you’ll do first”) can clarify without embarrassment.
Allow alternative response options: Sometimes a child might express understanding better through:
1. Pointing
2. Drawing
3. Showing with actions
4. Selecting from written choices
This keeps learning accessible while still building confidence.
Encouraging Peer Understanding
Teach communication differences openly: Simple class discussions about how people communicate differently can create empathy.
Highlight that everyone learns at their own pace: This helps students avoid comparing themselves negatively to others.
Address teasing immediately: Stopping jokes about a child’s speech prevents long-term emotional harm.
Celebrate small wins: Praising when a child uses a new sound or participates more encourages continued effort.
Frame differences as strengths: Explain that some students may take time with speech but excel in other areas—art, numbers, stories, logic. This promotes a balanced self-image.
Collaborative Strategies Between Teachers and Speech-Language Pathologists
Collaboration between teachers and speech-language pathologists (SLPs) is one of the most powerful ways to support a child’s progress.
When both professionals understand what the student is working on, therapy no longer happens in isolation; it becomes part of daily classroom life.
Teachers can share their observations from group discussions, reading activities, or written work, helping the SLP understand how the child communicates in real learning situations. These insights often reveal patterns that may not show up in a therapy room, such as increased stuttering during presentations or difficulty understanding instructions during science experiments.
Just as teachers provide valuable information, SLPs help by sharing the child’s communication goals and explaining how these can be gently reinforced in class.
For example, if a student is practicing the /r/ sound in therapy, the teacher can subtly encourage its use while reading aloud or participating in discussions. Regular communication—whether through quick check-ins, shared notes, or brief meetings—keeps everyone updated on the student’s progress and allows goals to be adjusted when needed.
A big part of this teamwork also involves adjusting lesson plans and assessments to accommodate speech challenges. Teachers and SLPs can also work together to modify classroom activities so the child can participate fully without feeling overwhelmed.
Adjusting lesson plans and assessments is not about lowering expectations; it’s about giving students with speech and language challenges a fair and meaningful way to show what they know.This may include giving extra time to respond, offering the option to answer orally instead of writing, or simplifying complex instructions. When these supports are aligned with therapy targets, students feel more confident, understood, and successful across all learning settings.
For example, a student who struggles with expressive language may do better with a multiple-choice response instead of an oral presentation, or a child who stutters might need extra time before answering questions.
These adaptations help remove communication-related barriers so the student’s true academic abilities can shine through. When teachers make these small, thoughtful changes, it not only reduces pressure on the student but also reinforces the work happening in therapy.
Classroom Situation | How the SLP Can Help | Teacher’s Role |
Student struggles with answering “why/how” questions | Provide strategies and language scaffolds | Incorporate those scaffolds during lessons |
Student stutters during read-aloud | Teach fluency strategies | Offer alternate reading formats (choral reading, partner reading) |
The student has articulation difficulties | Share target sounds & cues | Reinforce during everyday conversation |
Myths and Misconceptions Teachers Should Avoid
Unfortunately, many myths still surround speech and language problems. Here are the ones we hope fade away:
Myth | Reality |
“He’ll grow out of it.” | Some children do outgrow certain speech errors, but many communication disorders require early intervention for the best outcomes. |
“Speech problems mean the child is not intelligent.” | Speech difficulties have no connection to intelligence; many children with articulation or fluency issues perform very well academically. |
“She talks fine at home, so she doesn’t have a problem.” | Children often communicate differently in familiar vs. structured environments; anxiety or classroom demands may affect speech. |
“Boys develop language later, so it’s normal.” | While individual differences exist, this stereotype can delay necessary referrals and support for boys with genuine language delays. |
“Speech therapy is only for very young children.” | Students of all ages benefit from speech therapy, including those working on stuttering, social communication, vocabulary, and advanced language skills. |
The Role of Communication Beyond Speech
When we think of communication, most of us immediately think of spoken words. But for many students, talking isn’t the only (or even the easiest) way to express themselves.
Some kids communicate far more comfortably through gestures, pictures, signs, or AAC devices. These tools aren’t “replacements” for speech; they’re stepping stones that help children share their thoughts while their speech skills continue developing.
For students who are autistic, minimally verbal, or who find speech physically challenging, these alternative methods can make the difference between feeling unheard and feeling empowered. When teachers encourage all forms of communication, not just spoken words, they create a classroom where every student has a real voice.
What This Looks Like in the Classroom
Augmentative and Alternative Communication devices (AAC).
Some kids use tablet-based communication apps that speak aloud when they press a button.
For example, instead of saying “I need help,” a child might tap an icon that says the phrase for them.
Picture Exchange Communication System (PECS).
With PECS, students hand over pictures to communicate what they want.
A child might pass a picture of a water bottle to show they’re thirsty.
Sign language and simple gestures
Even simple signs can make communication smoother.
A student might sign “more” during snack time or signal “stop” when something feels too much.
Communication boards and symbol charts
These boards give children a set of pictures or words they can point to.
If a child needs a bathroom break, they might point to the toilet symbol instead of saying it.
Drawing or writing to express themselves
Some students feel more comfortable expressing big feelings on paper.
A child might draw a sad face to let the teacher know something upset them during recess.
Self-Care and Professional Development for Teachers
Teaching students with speech and language needs can be incredibly rewarding, but it also takes patience, creativity, and emotional energy. Teachers need to remember that they don’t need to have all the answers!
Reaching out to the school SLP or other specialists is not just okay, it’s encouraged.
Many teachers find that a quick conversation or a small clarification can make classroom strategies feel much easier to use. Professional development opportunities, like workshops, short online courses, or school-based training, can also offer simple, practical tools that make communication support feel more manageable. And just as children need encouragement and breaks, teachers do too. Taking moments to reset, breathe, and acknowledge your own efforts goes a long way.
When teachers feel supported and confident, students benefit in every possible way.
A few gentle reminders for teachers
You’re not alone — SLPs, psychologists, and special educators are part of your support team; lean on them whenever you need guidance.
Small learning moments make a big difference — Even a short workshop or video can give you helpful strategies for speech and language support.
Your well-being matters — Taking small breaks, practicing mindfulness, or simply stepping away for a minute can help you stay grounded.
Notice your impact — Every time you encourage a child, wait patiently, or adapt an activity, you’re supporting their communication journey.
Conclusion
Speech and language challenges should never be barriers to success. With empathy, teamwork, and informed strategies, teachers can transform how children communicate, learn, and connect.
Here’s what SLPs wish teachers always remembered:
Early signs matter
Collaboration leads to faster progress
Students thrive in supportive environments
Speech difficulties are not reflections of intelligence
Communication goes far beyond speech
When educators, parents, and SLPs work together, students don’t just improve their communication—they gain confidence, independence, and a stronger sense of belonging.
“Because I have a voice!” — The King’s Speech (2010)
This simple line captures the heart of our work: Helping every child discover and use their voice in a world that needs to hear it.
Quick Tips for Teachers (From Speech-Language Pathologists)
DO's | DON'Ts |
Do give extra time before expecting answers | Don’t pressure a child to “speak perfectly” |
Do use visuals and gestures | Don’t finish sentences for them |
Do repeat or rephrase when needed | Don’t ignore signs of struggle |
Do communicate regularly with the SLP | Don’t assume it’s “just behavior” |
Do encourage classmates to be supportive | Don’t compare students to one another |
At Sounderic, we believe that every classroom can become a place where all kinds of learners feel understood, supported, and included. That’s why we partner with schools to empower teachers with the right tools and knowledge.
Our team conducts workshops for school teachers on creating more inclusive classrooms, understanding diverse communication needs, and using practical strategies to support different types of learners, right from day one.
We also provide screening and speech-language assessments for children within the school setting, making early identification simple and accessible.
After assessments, we collaborate with teachers to help them create individualized education plans (IEPs) and decide what speech-language goals should be included for each child.
This ensures that therapy goals, classroom expectations, and teaching strategies all work together to support the child’s growth.
If you’d like to explore how we can support your school or teaching team, you can reach us directly on WhatsApp.
Let’s work together to create more inclusive classrooms!
Frequently Asked Questions
What are the most common speech and language disorders seen in schools?
In most schools, teachers and SLPs commonly work with children who have speech sound disorders (trouble saying certain sounds like /r/, /s/, or /l/), language delays (difficulty understanding or using sentences), fluency disorders such as stuttering, social communication challenges, and sometimes issues with voice quality (like chronic hoarseness). These areas affect how clearly, confidently, and effectively students communicate during everyday classroom activities.
How can teachers identify if a student needs to see a speech pathologist?
Teachers often notice early signs because they see students communicating all day. A student may need an SLP referral if they frequently struggle to follow instructions, use very short or unclear sentences, mispronounce many sounds beyond the expected age, repeat sounds or words when speaking, or have trouble interacting socially with peers. Consistent patterns, rather than isolated moments, are usually the biggest clue.
What should a teacher do if they suspect a student has a speech or language problem?
Start by documenting what you’re seeing. Specific examples are incredibly helpful for the SLP. Then share your concerns with the school SLP or the special education team. You can also gently check in with parents to understand whether the issue appears at home too. From there, the SLP can screen or formally assess the child to determine if services are needed. You never have to handle it alone.
Can speech therapy progress be supported in the classroom? How?
Yes! Classroom support makes a huge difference. When teachers help reinforce therapy strategies during natural activities like reading, group work, and writing assignments, students get extra practice in real-life situations.
For example, if a child is practicing /r/ sounds, a teacher can encourage them to look for /r/ words in a story. If a student is learning how to ask for help, teachers can prompt them gently during class tasks. These small moments help speech therapy “stick.”
Are speech disorders related to intelligence or learning ability?
No, not at all. A child can be bright, creative, and academically capable and still have difficulty producing certain sounds or forming language. Speech and language disorders are not a reflection of intelligence; they are simply communication differences that need targeted support. Many high-achieving students receive speech therapy at some point.
How should teachers respond to a student who stutters during class?
The best response is to stay calm, patient, and supportive. Give the child time to finish their thought without interrupting or completing their sentence. Maintaining relaxed eye contact and acknowledging their ideas and not their stutter, helps them feel safe and confident. You can also check with the student privately about how they prefer to participate during class discussions.
Can teachers incorporate speech therapy goals into their lesson plans?
Absolutely. Teachers and SLPs often work together to blend therapy targets into everyday lessons. For instance, vocabulary goals can be practiced during science units, sentence-building goals can be reinforced during writing tasks, and social communication goals can fit naturally into group projects. It doesn’t add extra work; it just uses classroom moments more intentionally.
What role do parents play in supporting speech therapy?
Parents are essential partners. When families practice simple activities at home, like reading together, modeling correct sounds, encouraging communication attempts, or using strategies recommended by the SLP, children make faster progress. Parents also provide valuable insight into how the child communicates outside of school, which helps shape therapy goals.
Are there classroom accommodations for students with speech difficulties?
Yes, and they can be very helpful. Common accommodations include allowing extra time for oral responses, letting students use gestures or visuals if needed, accepting written answers in place of verbal ones, simplifying instructions, reducing pressure during presentations, or providing visual supports. These adjustments make learning more accessible without lowering academic expectations.
How can teachers continue learning about speech and language issues?
Learning doesn’t have to be complicated. Teachers can attend workshops offered by the school, join short online trainings, read quick guides shared by the SLP, or even schedule brief collaboration meetings to ask questions. Many SLPs also provide teacher-friendly resources that translate clinical concepts into practical classroom strategies. Staying curious and asking questions is the best way to grow.
References
American Speech-Language-Hearing Association (ASHA). (n.d.).
Practice Portal: Speech Sound Disorders.
Practice Portal: Language Disorders in Children.
Practice Portal: Fluency Disorders.
Practice Portal: Social Communication Disorders.
ASHA Guidelines for School-Based Services. Available at: https://www.asha.org
Friend, M., & Cook, L. (2016). Interactions: Collaboration Skills for School Professionals (8th ed.). Pearson.
Guitar, B. (2019). Stuttering: An Integrated Approach to Its Nature and Treatment (5th ed.). Lippincott Williams & Wilkins.
Justice, L. M., & Redle, E. E. (2019). Communication Sciences and Disorders: A Contemporary Perspective (3rd ed.). Pearson.
National Institute on Deafness and Other Communication Disorders (NIDCD). (n.d.).Resources on speech, language, and communication disorders. Available at: https://www.nidcd.nih.gov
