Children can sometimes have trouble talking with others. This can happen at different times in their life and in different places.
Children need to learn different skills to talk to others. This includes understanding how someone might think or feel, saying hello, using humour, and understanding the ‘rules’ of talking.
What you might see
In class, the child might:
- have trouble understanding and using facial expressions
- understand language in a very black and white way, for example, not understanding phrases like “it’s raining cats and dogs”
- speak in a way that sounds more like an adult than a child
- read accurately but not always understand the meaning
- have trouble making and keeping friends
- have strong, inflexible opinions
- rely on routines and find change difficult
- have special interests that they talk about a lot
- have trouble with tasks that involve making guesses, predictions, and using reasoning
- have trouble starting, continuing, and ending conversations appropriately
Strategies and advice
- Use visual aids in the classroom to help the child understand, like signs, symbols, real objects, and work planning sheets.
- Provide and discuss a visual timetable every day. Prepare the child in advance for any possible changes to their routine.
- Keep language simple and in order. For example, say “Put your books away, then go out to play”, rather than “Go out to play after you’ve put your books away”.
- Be aware that the child might not understand or respond correctly to your body language, facial expression, or tone of voice.
- Use literal language if possible and explain abstract or non-literal language.
- Use Circle Time to help develop the child’s social skills.
- Arrange for the child to have a ‘talking time’ where they can choose the topic of conversation, for example, 5 minutes a day with a teaching assistant.
- Check the child’s understanding of written material, including the vocabulary, and their ability to understand the sequence of events.
- Be aware that the child might need support during unstructured times such as play and lunch times. This could be supported playground games or guided interaction with others.
- Model good conversation skills and explain the unwritten rules of conversation to the child.
- Use Social Stories to help explain social situations and changes.
- Include the child in supported social skills groups.
Suggested resources
Talkabout, Talkabout Activities and Talkabout Relationships by Alex Kelly
Comic Strip Conversations
Socially Speaking by Alison Schrober
Social Use of Language Programme
Dealing with Feelings; Emotional Literacy by Tina Rae
Think It, Say It
New Social Stories by Carol Gary
Writing and Developing Social Stories – Practical Intervention in Autism
Black Sheep Press – Practical Pragmatics
Last Reviewed September 2025