Inside the London class teaching kids to talk and avoid gangs

Inside a London reception class, children are taught essential communication skills to help them express themselves, build confidence, and stay away from gangs. This unique approach aims to equip young students with the social tools they need to navigate challenges, make positive choices, and create a safer future. By focusing on dialogue and emotional expression, the program helps prevent vulnerability to gang influence from an early age.

A new program has been launched to enhance communication skills in young children, addressing the link between speech and language difficulties and the risk of school exclusion and violence. Many children who struggle to communicate effectively face challenges in their academic journey, which can lead to disengagement, exclusion, and even vulnerability to crime. Recognizing this, a London-based initiative is working to equip children with essential language skills from an early age to improve their future prospects.

At Rushey Green Primary School, a group of four- and five-year-olds sits in a circle, eagerly describing picture cards. While the scene appears typical of an early childhood classroom, the underlying purpose of this activity is profound. These children are part of a project funded by the Mayor of London’s Violence Reduction Unit (VRU), an organization established to address youth violence, particularly incidents involving knife crime. The initiative aims to provide children with strong communication skills to reduce their chances of exclusion and steer them away from potential criminal involvement.

Research has demonstrated that difficulties with speech and language are significant risk factors for school exclusion and later involvement in criminal activity. Many children who struggle to express themselves become frustrated and disengaged from learning, leading to behavioral issues. According to the Royal College of Speech and Language Therapists, two-thirds of children at risk of exclusion from secondary school have undiagnosed speech, language, and communication difficulties. Furthermore, 60% of young people who access youth justice services experience these same challenges. This pattern continues into adulthood, with individuals in the prison system disproportionately affected by communication difficulties compared to the general population.

The VRU, established in 2019, was modeled after a successful initiative in Glasgow that significantly reduced violent crime by treating it as a public health issue. The unit brings together professionals from various fields, including education, healthcare, law enforcement, and youth services, to address the root causes of violence. Its approach emphasizes early intervention, and around 90% of London boroughs have signed its inclusive education charter, which commits to reducing school exclusions and keeping children engaged in learning.

Lib Peck, the director of the VRU, strongly believes that teaching communication skills to young children is a crucial step in violence prevention. She explains, “We know that kids are safer in school, and we know the ones who are most likely to be excluded, so it makes sense to intervene at the very beginning.”

Rushey Green Primary School is among 70 schools receiving VRU funding for teacher training and resources designed to support children struggling with language development. The program operates in seven boroughs where youth violence is a pressing concern. On a typical school day, the children participate in structured activities that help them develop speech and language skills. For instance, they practice describing their daily routines, using terms like “first,” “next,” and “last” to understand sequencing.

Headteacher Lisa Williams highlights the reasons why some children enter school with limited language skills. Many come from families where parents work multiple jobs, making structured home routines challenging. Some families also face financial difficulties, such as being unable to afford hot water for regular bath times, which impacts children’s experiences and ability to discuss daily routines.

A teacher encourages a young boy to describe the final step in a sequence of morning activities. The boy excitedly responds, “He scratches his armpit!” Moments like these demonstrate the children’s growing confidence in using language.

More than half of Rushey Green’s reception students start school with significant speech delays. Williams explains that children who struggle to express themselves often face difficulties throughout the day - not just in learning but also in social interactions, such as making friends and sharing. “As a parent, you understand your child’s body language, but another child won’t,” she says. Without the ability to communicate effectively, children may resort to frustration-driven behaviors such as crying or aggression. Teaching them to express themselves verbally allows them to navigate social situations constructively.

Early data from the VRU indicates that the program is making a tangible impact. Among young children who participated in its speech and language interventions last year, 98% showed significant improvement in their communication abilities, with 60% reaching expected standards for their age. Additionally, teachers have reported a noticeable decrease in physical expressions of frustration, such as hitting and kicking.

Lily Bearfoot, a reception teacher co-leading the program, notes that many children who once struggled to articulate their feelings are now resolving conflicts through conversation. She recalls instances where children, instead of lashing out, calmly express their concerns, saying things like, “I didn’t like that you took my pen.” She emphasizes the importance of positive reinforcement, telling students, “I’m so proud that you used your words to sort it out.”

The initiative also addresses the impact of the COVID-19 pandemic on early childhood development. Many of the children in the program were born during lockdowns, missing out on normal social interactions. Additionally, speech and language difficulties are often exacerbated by poverty and reduced access to support services due to funding cuts.

Speech therapists stress that talking to young children is crucial for their development. However, Williams acknowledges that many parents in disadvantaged communities are simply focused on meeting basic needs. “They care so much about their children, but their priority is keeping them clothed, fed, and safe,” she says. Limited access to healthcare services means that some children’s speech difficulties go undetected until they start school.

To support parents, the school provides word-based board games for home use, ensuring families can reinforce learning outside the classroom. Some parents, particularly those who speak English as a second language, even learn alongside their children. Notably, despite over a year of lending out games with small pieces, not a single tile has gone missing - a testament to parents’ appreciation of the program.

The school also arranges playdates for children to practice social interactions in a structured environment. Since some families struggle financially, the school provides snacks and even lends out scooters to ensure all children can participate. Williams explains, “If a mum is barely affording one meal a day, she doesn’t want to worry about feeding another child on a playdate.”

In addition to in-class learning, the school offers enriching experiences, such as trips to museums and outdoor activities, to expand children’s vocabulary. Williams notes that while some children regularly visit cultural attractions with their families, many others have never even taken a train before. These trips expose children to new concepts and words they might not encounter in daily life.

In the nursery, teachers reinforce proper language use by encouraging children to make requests in full sentences rather than using informal or baby-like speech. They also introduce concepts like democracy, teaching children that making choices is an important skill.

Ultimately, Williams hopes the program will empower children to think critically, express opinions, and make informed choices. “The statistics about young offenders’ literacy levels are real,” she says. “Improving speech and language skills lays the foundation for everything.”

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Source: theguardian‍