RCSLT successfully influences new NICE guideline

We are pleased that following our comments on the draft guideline, some of the recommendations now recognise the need to take into account communication. But we are disappointed that it does not recognise that communication needs can be an underlying factor which contributes to children and young people’s social, emotional and mental wellbeing.

What we welcome

We welcome the following recommendations.

• 1.1.4 – As part of a whole school approach, schools should regularly review the school’s accessibility plan, medical conditions policy and approach to understanding behaviour, taking into account neurodiversity and communication needs.
• 1.1.8 – Ensuring that staff have CPD to support both their own wellbeing and the implementation of the school’s approach. This could include training in communication needs.
• 1.1.15 – Making adjustments to address communication needs when involving children and young people in discussions about the school’s approach to social, emotional and mental wellbeing.
• 1.2.5 – Using non-judgemental ‘strengths-based’ approaches to support children and young people’s social, emotional and mental wellbeing, including approaches which develop their communication skills.
• 1.3.6 – Taking into account a child or young person’s communication needs when selecting a tool or technique to assess their social, emotional and mental wellbeing.
• 1.4.2 – Taking into account a child or young person’s communication needs when offering targeted individual or group support to children and young people who have been identified as needing additional social, emotional or mental health support.

What is disappointing

We are disappointed that, despite the clear evidence, the guideline does not recognise that communication needs can be an underlying factor which contributes to children and young people’s social, emotional and mental wellbeing.

For more on this issue, see our factsheet on social, emotional and mental health (PDF).