Navigating the Silent Struggle: Supporting Bilingual Children with Special Educational Needs
Growing up in a multilingual household can be a beautiful, enriching experience. For many children, it opens doors to diverse cultures, strengthens cognitive flexibility, and fosters a sense of identity. But what happens when a bilingual child also has special educational needs (SEN)? In England, there’s growing concern that these children are slipping through the cracks of the support system, leaving families feeling isolated and educators struggling to meet their needs.
The Overlooked Intersection of Language and Learning
Bilingualism itself is not a barrier to learning. Research consistently shows that speaking multiple languages can enhance problem-solving skills, creativity, and even empathy. However, when a child has SEN—such as autism, dyslexia, or speech and language difficulties—the combination of bilingualism and learning differences can create unique challenges. Unfortunately, many educators and support systems aren’t equipped to address this intersection.
A recent report by the National Association for Language Development in the Curriculum (NALDIC) highlighted that bilingual children in England are less likely to be identified as having SEN compared to their monolingual peers. This isn’t because they’re less likely to have needs—it’s because their language development is often misunderstood. For example, a child who mixes vocabulary from two languages might be labeled as “confused” rather than recognized as navigating typical bilingual speech patterns. Similarly, delays in language acquisition could be misinterpreted as a learning disability—or conversely, a genuine disability might be overlooked as a “language issue.”
The Assessment Gap: Lost in Translation
One of the biggest hurdles is the assessment process. SEN assessments in England often rely on standardized tests designed for monolingual English speakers. For bilingual children, these tests can paint an inaccurate picture. A child might struggle to articulate their thoughts in English during an evaluation, not because of a cognitive delay, but because they’re still developing proficiency in their second language. Conversely, a genuine speech disorder might go unnoticed if professionals assume the child’s hesitations are simply part of bilingual development.
Dr. Maria Gonzalez, a specialist in bilingual education, explains: “We’re using tools that aren’t calibrated for bilingual learners. Imagine assessing a child’s math skills in a language they’re still learning—it doesn’t reflect their actual ability.” Without culturally sensitive assessments and professionals trained in bilingual development, misdiagnoses—or missed diagnoses—become alarmingly common.
Cultural Stigma and the Silence Around SEN
For many families, cultural attitudes toward disability add another layer of complexity. In some communities, there’s still a stigma associated with SEN, which can discourage parents from seeking help. A parent might worry that acknowledging their child’s needs could lead to exclusion or judgment. Others may not fully understand the support available, especially if English isn’t their first language.
Take the case of Amina, a mother from Manchester whose son, Yusuf, showed signs of dyslexia. “At home, we speak Urdu, and Yusuf’s teachers kept saying his reading struggles were because he’s bilingual,” she shares. “It took three years before someone listened and assessed him properly. By then, he’d fallen so far behind.” Stories like Yusuf’s are far from rare. Language barriers and cultural misunderstandings can delay critical interventions, affecting a child’s academic progress and self-esteem.
The Role of Schools: Stretched Resources, Missed Opportunities
Schools in England are under immense pressure to support SEN students, with many facing budget constraints and staff shortages. For bilingual children, the challenge is even greater. Teachers may lack training in differentiating between language acquisition and learning difficulties. Even when needs are identified, finding bilingual specialists—like speech therapists who speak a child’s home language—can feel impossible.
“We want to help every child, but the system isn’t set up for this,” says James, a primary school teacher in Birmingham. “I’ve had students who are clearly bright but shut down because they can’t express themselves in English. Without the right tools, we’re guessing at how to support them.”
Bright Spots: Communities Leading the Way
Despite systemic challenges, grassroots efforts are making a difference. Organizations like Bilingualism Matters UK are working to educate schools and parents about bilingual development. Some local authorities have started partnering with community groups to provide translated resources and workshops for families. In London, a pilot program trains teaching assistants in basic multilingual support strategies, such as using visual aids or incorporating a child’s home language into lessons.
Parents, too, are advocating for change. Online forums and social media groups have become safe spaces for families to share experiences and advice. “Connecting with other bilingual SEN parents helped me realize I wasn’t alone,” says Amina. “We’re learning to navigate the system together.”
A Path Forward: What Needs to Change?
To better support bilingual children with SEN, systemic shifts are essential. Here’s where progress could start:
1. Better Training for Educators: Teachers need professional development on bilingualism and SEN. Understanding typical bilingual language development can prevent misdiagnoses, while strategies like translanguaging (using both languages in the classroom) can help students thrive.
2. Culturally Responsive Assessments: Develop evaluation tools that account for bilingualism and involve interpreters or bilingual professionals in the assessment process.
3. Community Collaboration: Schools should partner with local cultural organizations and bilingual experts to bridge communication gaps with families.
4. Policy Advocacy: The Department for Education must prioritize funding for SEN support tailored to bilingual learners, including hiring more multilingual specialists.
5. Parent Empowerment: Provide accessible, translated information about SEN rights and resources to help families advocate for their children.
Final Thoughts
Every child deserves an education that recognizes their full potential. For bilingual children with SEN, that means creating a system that sees their languages as assets, not obstacles. By addressing the gaps in identification, assessment, and support, England can ensure these students aren’t just included—but empowered to succeed. As Dr. Gonzalez puts it: “Bilingualism isn’t the problem. It’s the solution we’re not yet leveraging.” The conversation has started. Now it’s time to act.
Please indicate: Thinking In Educating » Navigating the Silent Struggle: Supporting Bilingual Children with Special Educational Needs