Supporting the mental health needs of children with language and literacy difficulties

Abstract

Professor Mark Boyes, Curtin enAble Institute, spotlights mental health in the context of language and literacy difficulties, including the urgent need for accessible mental health interventions. Both oral (spoken) and written (reading, writing) language are crucial for success in educational and social contexts. Up to 15% of children experience significant and persistent difficulties with oral and written language, representing approximately four children in a typical Australian classroom. These children are at substantially elevated risk of mental health problems, are overrepresented in our justice systems, and are more likely to develop suicidal thoughts and behaviours than children who do not experience language difficulties.