Primary pupils are finding it harder to pay attention since the Covid-19 pandemic. That’s according to a recent report, commissioned by curriculum provider Kapow Primary, which revealed that 84 per cent of primary teachers feel the attention span of pupils is shorter than it was pre-pandemic. The survey also revealed that 69 per cent say they have seen an increase in inattention and daydreaming among pupils. 

So, what is it that’s causing this rise? Teachers generally recognise when a child needs additional support, but it’s not always easy to pinpoint what the underlying problem is, and exactly what support is needed. 

It’s often overlooked, for example, that talking and understanding words play a vital role in emotional regulation. In a large, randomised control trial in primary schools in Surrey, early language skills were found to be a unique predictor of later social-emotional regulation.

For some pupils, then, could speech and language difficulties be at the root of their struggles with inattention? It’s certainly possible that some children with speech and language challenges are being unofficially labelled as having behavioural or attention issues, when what they actually need is speech and language support. This can lead to their losing learning time through not being given the right early help that could be transformative. 

That isn’t to say that teachers are wrong to point out the increase in children who struggle to pay attention. But it does make it vital that we train teachers in how to identify and support the huge number of pupils with speech and language challenges in their classrooms. 

Many teachers told us, in our 2022 report, that a lot of their pupils are struggling with talking and understanding words. Yet 50 per cent of recently trained teachers said they have not had enough training in this area. This mismatch is bound to lead to worse futures for these children. It is worrying to think that some children with unidentified speech and language challenges may be incorrectly labelled as “lazy”, “daydreaming” or “inattentive” - not through any fault of teachers but owing to a lack of training.

Children who have poor language at age five are six times less likely to pass English tests at age 11 than those with good language. They are also 11 times less likely to pass maths. These early effects continue through their education. In 2019, just 10 per cent of children with speech and language challenges in core subjects in Year 11 gained a 9-5 pass at GCSE in English and maths, compared with more than 40 per cent of all pupils. Pupils with speech and language challenges are also at higher risk of school exclusion and refusal, with almost a quarter refusing to go to school in the past two years, according to the parents we surveyed. This combination of poor education, exclusion and being incorrectly labelled as disruptive or “lazy” can be toxic for their life chances.

So, what can be done? The government needs to commission a free tool so that schools can screen children for speech and language challenges, track their progress and then put solutions in place. There shouldn’t be a cost barrier for schools. At Speech and Language UK, we are working with academics to develop this for Welsh schools and early years settings - we think children in England deserve the same. 

Of course, some children will need support beyond the classroom, and may need intervention delivered by trained teaching assistants or other non-specialists outside of the classroom. About two to three children in every classroom have a lifelong speech and language challenge, and therefore need support from a speech and language therapist or specialist advisory teacher. If you have concerns about a child and they are not making progress with the universal and targeted support on offer in your setting, do refer them for a full assessment.  

If you have concerns about a child’s talking and understanding of words, you can also find a list of useful techniques to use on a daily basis with pre-school and school-aged children on the Speech and Language UK website.

Most importantly, when you notice a child experiencing difficulties at school, whether that be with learning, literacy, behaviour, friendships or attention, ask yourself: “Could it be a speech and language challenge?”  

Jane Harris is chief executive of Speech and Language UK.