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Objective: The objective of this scoping review is to map the nature and range of interventions that aim to support socioemotional wellbeing among young people (up to age 24) experiencing language and literacy difficulties.

Introduction:

Children and adolescents with language and literacy difficulties are at elevated risk of mental health concerns compared to their peers. A body of research demonstrates the effectiveness of programs to support socioemotional wellbeing among typically developing young people. However, given the reliance on language-based skills to access ‘talking therapies’(eg, Cognitive Behavioural Therapy), it is likely that interventions suited to the general population may be inaccessible for young people with language and literacy difficulties. As such, this scoping review aims to map the range of evidence in relation to interventions that support socioemotional wellbeing in young people with language and literacy difficulties. The review aims to identify gaps in the literature and guide future research. Inclusion criteria: Studies will be included if they meet the following criteria: 1) The study includes participants aged up to and including 24 years with a diagnosed (or suspected diagnosis of) neurodevelopmental disorder impacting spoken and/or written language, and 2) the study reports on an intervention that targets (either directly or indirectly) the socioemotional wellbeing of those young people. Studies focusing on young people with acquired language or literacy difficulties will be excluded. This is because the nature of communication and/or socioemotional challenges among people with acquired conditions, and their …