The following article contains experiences provided by coaching participants. They are woven into the main body of the text to preserve anonymity and highlight real-world examples.

Developmental language disorders (DLD) can affect a person’s ability to learn a language and therefore understand others and express themselves and their needs. It can be diagnosed in childhood; as well as later in life. One of our clients; a young person in the criminal justice system, noted an awareness of people “speaking slower” to him upon hearing how he talked, as well as making assumption about his level of honesty. Another young person, more aligned with the assumed neurological basis for DLD mentioned challenges filtering a teachers or lecturers excessive word use from the meaning of what was said. This often resulted in her walking out of the classroom to regain some understanding of what had been said free from distraction.

Naturally, this was often perceived as “rude” or “naughty” but is a habit that still persists today. Where, it can lead to greater difficulties and consequences.
There are numerous indicators suggesting a DLD, some of the more common include:

• Difficulty acquiring language and speaking.
• Basic or incorrect use of grammar.
• Appears independent of other conditions such as autism spectrum disorders or hearing loss.
• Challenges with understanding what is being asked or following directions.

In school, DLDs can result in a child having academic challenges or requiring extra support. Language and understanding are vital for all subjects but maths and English, two subjects often required as a minimum by potential employers, can be especially hard work for children with a limited ability to follow the spoken and written word. Starting in childhood and too often progressing into adulthood the effects of a DLD can lead to frustration, depression and anxiety. This can advance to misunderstandings and behaviour problems, and people with DLDs often find themselves in legal difficulty. Reoffending rates may also be higher as described by one 3SC client, “I didn’t know what I’d done wrong – I wasn’t told what I’d done in a way that made sense and I couldn’t get across why I’d done what I’d done”. This is no doubt made worse by the loneliness and isolation some people with DLD can feel. Put in the words of one, who rarely leaves home, “talking to people is hard work – so people are hard work – so, I don’t do people”.

Early recognition of DLDs in schools can be vital to receiving the support necessary to make improvements. Similarly, as adults, frequently checking for understanding can solve potential disagreements and confusion. Patience and support can be crucial for both adults and children with communication challenges. If the auditory medium cannot be initially understood, can something be explained by showing or doing? Adapting to the needs of those with a DLD could prevent situations from escalating. Perfectly captured in this last quote: “I kept saying, “what?” and he just got louder and louder till I snapped!”