Lucie Regan, a leading speech pathologist from Sunshine Speech & Allied Health in Ballina, says too many parents are being scared and spending unnecessarily because teachers have incorrectly diagnosed their child with a speech and language disorder.
‘In my practice I regularly speak to parents who have been told by teachers that their child urgently needs to see a speech pathologist, or worse, that their child has a speech or language disorder,’ said Ms Regan.
‘But more often than not, the teacher is off the mark. Families are left anxious, out of pocket and confused, and the children themselves are placed on therapy waitlists they don’t actually need.
For example, I frequently receive referrals from teachers who have labelled a child as having a language disorder. Yet in many of these cases, the child’s communication is actually within the typical developmental range – making the referral, and the associated costs and stress for families, unnecessary.’
Confusion costing parents time and money
Lucie Regan says teachers play an essential role in spotting potential speech, language and communication difficulties, but research shows that they lack the training, tools, and confidence to do this accurately.
The result? Too many parents are spending unnecessary money, and taking up the time that should be spent helping the children who genuinely need speech therapy.
She says the latest Australian Early Development Census revealed a concerning trend: the proportion of children considered developmentally vulnerable has increased over the last 3 years from 22 per cent to 23.5 per cent. That’s a whopping 67, 794 children! With so many at risk, accurate referrals are more important than ever.
‘The stakes are even higher when it comes to neurodivergent children,’ she said.
‘Too often, behaviours or communication differences are misinterpreted as deficits. A neuro-affirming approach recognises that children develop at different rates and in different ways. Screening and referral processes must be designed to distinguish between genuine developmental disorders and natural variations in communication style, especially for autistic children or those with ADHD.
‘There is a clear lack of consistency around what constitutes a “necessary referral.” Every child has individual strengths and areas of growth, but teachers should not be diagnosing.’
Collaboration required
Instead, Ms Regan argues, schools should work hand-in-hand with speech pathologists.
‘Educators need practical training in what typical development looks like, what red flags to watch for, and when to seek specialist input. With the right framework, they can feel confident in raising concerns without overstepping into diagnosis.
‘For parents, clearer referral guidelines would mean less confusion, less financial stress and quicker access to support for children who genuinely need it.
‘Teachers are vital partners in a child’s development,’ she said. ‘But diagnosis must remain in the hands of trained professionals. That’s the only way we’ll reduce service overwhelm, support families effectively, and make sure the children who truly need help get it sooner’.
