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Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.

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Title: Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.
Authors: Wallmann, Julia1 julia.wallmann@liu.se, Samuelsson, Christina2, Sahlén, Birgitta3, Reuterskiöld, Christina1, Sandgren, Olof3, Ekströma, Anna1
Source: Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p262-276. 15p.
Subject Terms: *Students with disabilities, *Language disorders, *Academic achievement, *Research methodology, *Student attitudes, *Language acquisition, *Educational attainment, Cluster analysis (Statistics), Interviewing, Thematic analysis, Child development deviations, Social support, Stakeholder analysis, Psychosocial factors
Geographic Terms: Sweden
Abstract: Purpose: Provision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders’ experiences. Method: The study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12–16 years). The students, their caregivers, teachers, members of the support staff, and school-based speechlanguage pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders’ perspectives were analyzed using reflexive thematic analysis. Results: All stakeholders described educational support as crucial for the facilitation of the students’ academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students’ academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) tradeoff between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference. Conclusions: The results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Wallmann%2C+Julia%22">Wallmann, Julia</searchLink><relatesTo>1</relatesTo><i> julia.wallmann@liu.se</i><br /><searchLink fieldCode="AR" term="%22Samuelsson%2C+Christina%22">Samuelsson, Christina</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Sahlén%2C+Birgitta%22">Sahlén, Birgitta</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Reuterskiöld%2C+Christina%22">Reuterskiöld, Christina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sandgren%2C+Olof%22">Sandgren, Olof</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Ekströma%2C+Anna%22">Ekströma, Anna</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2026, Vol. 57, p262-276. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Cluster+analysis+%28Statistics%29%22">Cluster analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
– Name: Abstract
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  Data: Purpose: Provision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders’ experiences. Method: The study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12–16 years). The students, their caregivers, teachers, members of the support staff, and school-based speechlanguage pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders’ perspectives were analyzed using reflexive thematic analysis. Results: All stakeholders described educational support as crucial for the facilitation of the students’ academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students’ academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) tradeoff between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference. Conclusions: The results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190922041
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-25-00084
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 262
    Subjects:
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Cluster analysis (Statistics)
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Child development deviations
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Stakeholder analysis
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Sweden
        Type: general
    Titles:
      – TitleFull: Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.
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              Text: Jan2026
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              Y: 2026
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              Value: 57
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