Public school systems across the country are feeling the ripple effects of policy and legal shifts. As speech therapy groups adapt to shifting mandates, particularly those shifting away from DEI (Diversity, Equity, and Inclusion) initiatives, children remain at the center of the conversation. Regardless of the political climate or executive orders, children with speech and language challenges still require quality support, especially multilingual learners and students from culturally diverse backgrounds. DEI may no longer be the official framework, but the goal of equitable care remains just as vital. So, how do school districts and speech-language pathologists continue to effectively serve all students? Below are three promising strategies to help kids as the speech therapy group shifts away from DEI.
Embrace Inventive Staffing
Why traditional hiring models fall short
Speech therapy services in public schools often rely on outdated hiring models. These models rarely reflect the language and cultural diversity found in today’s classrooms. The result? A mismatch between therapist expertise and student needs.
Hiring more bilingual speech-language pathologists is one answer, but the national shortage makes this challenging. That’s why schools need to get creative. Contracting with outside providers who specialize in working with multilingual or culturally distinct populations can fill gaps without increasing full-time headcount.
Remote services also offer flexibility. Thanks to telehealth platforms, a child in a rural district can now work with a Spanish-speaking therapist hundreds of miles away. These options extend access without blowing up the budget.
Districts can also explore partnerships with trusted community leaders. Programs that employ Native family coaches or tribal house visiting models have shown success in early intervention efforts. These community-based supports often understand the cultural context and language nuance far better than external providers.
Schools can further improve services by offering incentives for staff to pursue certifications in bilingual service delivery. Some states already support these initiatives through professional development grants. When schools prioritize hiring and development with cultural alignment in mind, students benefit.
Inventive staffing doesn’t mean hiring more people. It means being smarter with the resources you have—and knowing when to look beyond your own walls for help.
Use Language Assessments Designed for Multilingual Populations
Why mainstream tools aren’t enough
Most speech-language evaluations were created for monolingual English speakers. That creates a problem when assessing bilingual or multilingual students. These tests often misrepresent abilities, leading to inaccurate diagnoses.
If a Spanish-speaking child scores low on an English-based test, it doesn’t automatically mean there’s a speech or language delay. It could just reflect normal second-language acquisition. Without appropriate tools, therapists may either over-identify delays or deny services altogether.
To avoid this, schools should use assessments developed specifically for multilingual learners. Tools normed on diverse populations offer a clearer picture of a child’s communication strengths and weaknesses. These include dual-language screeners that measure English proficiency alongside home-language skills.
Some instruments even allow therapists to adjust scoring based on known cultural or linguistic differences. These assessments give a more honest snapshot of where a child stands developmentally, helping prevent mislabeling.
Access alone isn’t enough, though. Speech therapists must be trained to interpret these results correctly. Without proper context, even the best tools can be misused. That’s why ongoing training in test administration and analysis is essential.
Districts should also provide time for therapists to meet and compare notes on assessment strategies. This peer learning helps develop a shared understanding of how to apply norms appropriately across diverse settings.
Culturally valid assessment isn’t just a technical detail. It’s central to fair access, especially now that formal DEI policies are being dismantled.
Develop Coaching for Speech Therapists
Why consistent, practical guidance beats one-time training
Most schools offer yearly professional development days. But for speech-language pathologists working with diverse learners, one-time workshops aren’t enough. What works better? Regular coaching—both formal and peer-led.
Ongoing coaching helps therapists stay current with best practices for working with multilingual and multicultural students. It reinforces techniques through real-time feedback, case studies, and hands-on collaboration.
This doesn’t require a huge investment. Districts can start by creating peer-pairing programs, where experienced therapists mentor newer staff. Or they can organize monthly discussion circles that focus on specific populations—such as Native students, bilingual learners, or children with trauma histories.
Self-initiated coaching models also work well. Therapists can record sessions, reflect on their performance, and invite feedback from trusted colleagues. Even informal chat groups can spark ideas for how to address complex student needs.
Some school systems have developed short video libraries featuring successful strategies. Others use internal newsletters to spotlight challenges and solutions from different schools. The goal is to keep learning alive beyond formal training days.
Coaching is also essential for burnout prevention. With so many therapists managing high caseloads and emotional labor, community support can make the work feel more sustainable.
When coaching becomes part of the culture—not just a compliance box—it empowers staff to meet students where they are. That’s especially important in this era of shifting policy priorities.
Conclusion
The political environment may be moving away from DEI, but the need for inclusive, culturally aware speech therapy remains. Schools have a responsibility to meet that need, no matter what terminology or legal frameworks are in place.
By rethinking staffing models, using culturally relevant assessments, and building continuous coaching into the system, districts can still offer high-quality care to all students. These strategies don’t rely on buzzwords or policy mandates—they rely on commitment and evidence.
Kids deserve services that recognize their full identities. Even if DEI is fading from official school policies, the heart of equitable education should stay alive through our practices.
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FAQs
They might be misdiagnosed or denied services, since these tools don’t account for language development in two languages.
Yes, especially when therapists are culturally competent and fluent in the student’s home language.
Absolutely. Effective practices don’t require policy mandates—they just require thoughtful implementation.
Not all. But every district should have access to bilingual professionals—either in-house or through contracts.
