Peer-reviewed article

What Do Teachers Know and Should Know About Developmental Language Disorder? Examining Knowledge, Attitudes, and Views of Teachers in Cyprus.

Theodorou E, Kyritsi M, Komesidou R · 9 May 2026

Abstract

Background/Objectives: Developmental Language Disorder (DLD) affects approximately two children in every classroom and significantly impacts literacy development and academic achievement. Given the central role of language in learning, teachers are well-positioned to identify, support, and advocate for children with DLD through referrals, interventions, and inclusive curriculum delivery. However, evidence consistently indicates that teachers lack fundamental knowledge of DLD, highlighting an urgent need for targeted professional training. This study, conducted in Cyprus, aimed to (1) explore pre-school and primary school teachers' knowledge and views regarding DLD and (2) synthesize an evidence-based checklist of essential topics for DLD teacher training. Methods: A total of 133 teachers completed an online questionnaire addressing three research questions: teachers' knowledge of DLD and its characteristics; their attitudes toward DLD; and their perceptions of their role in supporting children with DLD. Results: Findings aligned with international trends, showing limited confidence in supporting students with DLD despite reasonable familiarity with the label and its core features. Teachers demonstrated a broad understanding of their supportive role but acknowledged knowledge limitations and requested structured professional development. Based on these findings and existing literature, the Basic-DLD Guide was created for researchers, practitioners, and continuing education providers, to inform the development of basic trainings. Conclusions: The study's findings and the guide can have direct clinical significance, providing an evidence-informed foundation for designing structured professional training to improve identification and support for children with DLD in educational settings.