Abstract
It is recognised increasingly that a large proportion of students in social, emotional and behavioural difficulties (SEBD) settings have speech and language difficulties (SLD). It is therefore important for school administrators and teachers to understand the links between language and behaviour. This article provides teachers with theoretical knowledge of language difficulties along with practical notions of assessment and support. After links between SLD and SEBD are explored, insight into the origins and the nature of speech and language difficulties based on recent neuroscientific research is discussed. This is followed by a description of speech and language difficulties from a linguistic perspective, which aims to provide classroom teachers with a framework that can be used to identify and assist students with SLD. A range of practical assessment activities is also provided.
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