Mental health and speech and language challenges
Our “going-further” module Mental health and speech and language challenges provides an overview of how speech and language challenges can often overlap with social, emotional and mental health (SEMH) needs and lead to difficulties with learning in the classroom.
Intended audience
Practitioners who work with primary school aged children. This could include mental health practitioners, teachers, teaching assistants, SENCos, speech and language therapy assistants and other staff working in health or education.
Course structure
This module is part of our ‘going further’ series of modules: Speech and language challenges in the classroom. All of the modules in this series can be completed as stand-alone modules based on your own CPD needs.
Time commitments
The module will take approximately 60 to 90 minutes to complete. You can complete the module at your own pace and in your own time.
Pre-requisite Knowledge
This module is part of our 'going further' series. It is assumed that professionals have either completed the Introduction to speech, language and communication course on the Speech and Language UK Learning Centre, or have equivalent knowledge and skills gained through other formal or informal learning, and/or relevant experience working with children.
Who is the course for?
Practitioners who work with primary school aged children. This could include mental health practitioners, teachers, teaching assistants, SENCos, speech and language therapy assistants and other staff working in health or education.
What level is it?
This module is part of our a “going further” series. It is assumed that professionals have either completed the Introduction to speech, language and communication course on the Speech and Language UK Learning Centre, or have equivalent knowledge and skills gained through other formal or informal learning, and/or relevant experience working with children.
What will I learn?
By completing this module you will:
- understand the links between speech and language challenges and social, emotional and mental health needs, including relevant research
- recognise some of the difficulties that you may see in children with speech and language challenges and social, emotional and mental health needs
- understand what selective mutism is, and recognise possible signs.
- know some key strategies to support children with speech and language challenges and social, emotional and mental health needs.
How long will it take?
The module will take approximately 60 to 90 minutes to complete. You can complete the module at your own pace and in your own time.
How will it help me at work?
In this module you will learn about the links between social, emotional and mental health needs and speech and language challenges, and how to spot indicators of speech and language challenges. You'll also learn some practical ideas for how to support the well-being children who have speech and language challenges, including neurodivergent children and children with selective mutism.
Can I ask another question?
Yes of course, please reach out to info@speechandlanguage.org.uk.
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Contact Us
Speech and Language UK
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
Unit A The Cube Building
17-21 Wenlock Road
London
N1 7GT
General enquiries
020 7843 2510
info@speechandlanguage.org.uk
Media enquiries
media@speechandlanguage.org.uk
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Speech and Language UK is the operating name of I CAN Charity, a registered charity in England and Wales (210031) and Scotland (SC039947), which is a company limited by guarantee registered in England and Wales (00099629). Registered address: Unit A The Cube Building 17-21 Wenlock Road London N1 7GT
With thanks to our late patron the late Queen Elizabeth II
The skills discovery tool may recommend training, resources and organisations that can help you develop your knowledge and skills. Before investing your time or resources, consider whether a course, programme or approach is right for you and the children and young people you support.
When considering training or an approach, ask yourself:
- Is it based on current research and evidence?
- Are the claims realistic and proportionate?
- Are the trainers suitably qualified and experienced?
- Can the approach be adapted to different children, young people and contexts?
- Does it encourage professional judgement rather than promoting a single solution for every child, young person or situation?
Be cautious if training or an approach:
- promises quick, guaranteed or dramatic results
- claims to work for every child or young person
- relies mainly on testimonials, social media popularity, influencer endorsements or personal stories rather than evidence
- discourages questions, critical discussion or scrutiny
- lacks transparency about qualifications, costs, evidence or outcomes.
Use your professional judgement, review the evidence and always consider whether an approach is appropriate for the children and young people you support.
What Works database
If you want to explore the evidence behind speech, language and communication programmes, we recommend using our What works database.
It brings together information about a wide range of programmes and approaches and summarises the evidence available for each one.
Endorsed by the Royal College of Speech and Language Therapists, our What Works database can help you make evidence-informed decisions.
The database does not tell you which programme to choose. Instead, it helps you understand the available evidence so you can combine it with your professional judgement and knowledge of the child or young person.
Formal training is only one way to develop your knowledge, skills and confidence. You can also learn through:
- observing or shadowing colleagues, including speech and language therapists
- coaching, mentoring and peer support
- supervision, appraisal and professional discussions
- reflecting on your practice through activities such as:
- recording yourself (with appropriate consent)
- keeping a reflective journal
- seeking feedback from colleagues, children, young people and families
- professional networks and multi-agency working
- reading professional guidance, research and evidence-informed resources
- applying new learning in practice and reviewing its impact.
The most effective professional development often combines formal training with opportunities to practise, reflect, receive feedback and learn from others.