Difficulties interacting with, understanding, or talking to people

Social communicationmeans how we talk, understand, and interact with people. It includes using the right words, changing how we talk based on who we are talking to, following conversation rules, and understanding body language, facial expressions, and eye contact.

Children learn these skills by talking and playing with others, watching how people act, and copying them. Some students, however, have a different way of perceiving and connecting with the world. This can lead to difficulty maintaining conversations, interpreting social rules, or understanding expressions and gestures.

What is typical?

Every student is different, but there are common social skills students usually show at certain ages. Here’s what you might expect to see at different ages:

• Around 6 months of age: Students smile, try to make eye contact with caregivers, enjoy interactions, mimic some movements or facial expressions, respond to their name, and recognize familiar people.
• Around age 1: Students enjoy simple games like peek-a-boo, follow simple instructions, make noises to get attention, and copy sounds and gestures.
• Around age 2: Students mimic others, show interest in people besides caregivers, play next to others (parallel play), follow instructions, and point at things to show interest.
• Around age 3: Students want to play with others, take turns in games, use imagination in play, understand some emotions, have conversations but sometimes go off-topic, follow more detailed instructions, and share toys.
• Around age 4: Students show interest in new things, cooperate with other students, and make friends.
• Around age 5: Students want to please friends, follow rules more easily, sing, dance, and act, become more independent, and tell the difference between fantasy and reality.

As they get older, students get better at talking and making friends. When a student shows constant resistance to interactions and does not understand simple social signals, it may be a difficulty beyond shyness. It is important to observe if these characteristics persist over time and in different school environments.

When should I be concerned?

Students grow and learn at their own pace, but there are signs that may indicate social communication difficulties. These signs can vary based on the student’s age and environment.

Social interactions:

• Playing with others: Your student may not be interested in playing with other students or may play alone when others are around.
• Avoiding social interaction: Your student may avoid other students and adults.
• Passive social behavior: Your student may watch but not join in with peers.
• Social games: Your student may struggle to follow rules of social games or take turns.
• Pretend play: Your student may have trouble with pretend play or imaginary play scenarios.
• Activity engagement: Your student may not join in activities and may seem very passive.
• Social behavior: Your student may be extremely shy or very aggressive.
• Social rules: Your student may struggle to follow game rules or social norms.
• Interaction with teachers/staff: Your student may show little interest in interacting with teachers or staff.

Communication:

• Response to people: Your student may not respond to people or may respond negatively.
• Verbal communication: Your student may refuse to talk or only give short responses.
• Eye contact and gestures: Your student may have difficulties using eye contact, facial expressions, and gestures.
• Nonverbal cues: Your student may have trouble understanding and using nonverbal cues.
• Understanding emotions: Your student may find it hard to recognize others’ emotions or know how to react to them.
• Body language: Your student may find it hard to understand people’s faces or body movements when they talk.
• Proximity in interactions: Your student may not know how close to stand to people.
• Indirect communication: Your student may struggle to understand what others mean when not directly stated.
• Initiating conversations: Your student may find it hard to start or continue a conversation.

Relationships:

• Interest in peers: Your student may not want to play with other students or may avoid them.
• Friendships: Your student may not have friends or may find it hard to make close friends.
• Conversations: Your student may struggle to stay on topic or only talk about their own interests.

If these characteristics persist and affect the student’s learning, socialization, and well-being, it is important to record your observations and discuss them with the family and the school team.

What can I do to help?

As a teacher, remaining patient and supportive of a student with social communication difficulties is key. Here are some things you can try:

1. Emphasize positive social communication.Model and praise good social skills like sharing, listening, and taking turns.
2. Help students build skills.Practice handling conflicts and role-play different social situations, like joining a group or resolving a disagreement.
3. Demonstrate good social behavior.Act as a role model for appropriate social interactions. Students learn by watching how adults communicate.
4. Praise appropriate behavior.Give specific praise for good social actions. For example, say “Great job sharing the blocks with your friend.”
5. Identify difficulties.Notice and write down any communication problems a student may have, such as avoiding eye contact or interrupting others.
6. Pay close attention.Watch how students talk and interact with each other. This helps you understand their social strengths and weaknesses.
7. Communicate concerns to caregivers.Talk to parents if a student has trouble interacting with others. Sharing insights can lead to a more supportive learning environment.

Classroom Support

Some classroom accommodations can help students with social communication difficulties participate more fully:

• Use visual routines: Post picture schedules and visual cues to help students know what will happen next.
• Give clear, visual instructions: Combine simple words with pictures, gestures, or demonstrations.
• Organize structured activities: Give clear tasks with a visible beginning, middle, and end.
• Promote gradual interaction: Organize pairs or small groups with patient classmates for short, guided interactions.
• Respect response time: Wait longer for the student to process and respond, even if it’s not with words.
• Adapt assignments: Allow non-oral responses (pointing, writing, typing) and reduce the emphasis on group presentations.
• Reduce distractions: Provide a quieter space, free from excessive noise or visual stimuli, for activities that require focus.
• Value all forms of communication: Recognize gestures, looks, or any attempt at interaction as an important achievement.

If a student has a strong interest in a specific topic, use that interest as a bridge to engage them in learning. Above all, create a space of acceptance and emotional safety where students feel understood and respected.

What kind of professional support can I seek out?

As an educator, the most important step you can take is to guide the family to seek professional help. You can suggest they speak with specialists such as a pediatrician, speech-language pathologist, educational psychologist, neuropsychologist, psychologist, or psychiatrist, depending on the student’s needs.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Within the school, you can also propose discussion groups and workshops on the topic with the support of experts. Remember, the sooner a family is guided to the right support, the greater the student’s chances of receiving the care they need to succeed.