Abstract
PurposeThe Surrey Communication and Language in Education Study (SCALES) cohort was established to estimate prevalence, persistence and impact of developmental language disorders on cognition and mental health, using newly established international consensus diagnostic criteria.ParticipantsA population sample of 7267 children aged 4–5 years (59% of eligible children), who started state-maintained school in Surrey, England in 2011–2012 for whom teacher-rated screening data on language, behaviour and early learning goals were available. A subsample of monolingual children enriched for language difficulties completed intensive assessments in year 1 (age 5–6, n=529), year 3 (age 7–8, n=499), year 6 (age 10–11, n=384) and year 8 (age 12–13, n=246). Screening data for 7013 children has been linked to the UK Department of Education National Pupil Database data on special educational needs provision and academic progress.Findings to dateLanguage disorders are more prevalent than other neurodevelopmental conditions (such as autism) and more common in areas of socioeconomic disadvantage. Language is a highly stable trait. Language status at school entry is therefore strongly predictive of long-term education progress, the need for specialist support, general cognitive abilities and increased risk for poor mental health, through its effects on social and emotional development.Future plansThe SCALES cohort will leave compulsory education in 2025 and we are planning to track academic qualifications and post-18 destinations. SCALES data are publicly available via the UK Data Service: DOI: 10.5255/UKDA-SN-8967-1 and DOI: 10.5255/UKDA-SN-8968-1. National Pupil Database data are restricted and cannot be shared. Requests for collaboration and any data that are not publicly available should be addressed to CN, UCL, London (email: c.norbury@ucl.ac.uk).