According to the National Education Association, 80% of teachers view student behavioral problems as a serious issue (NEA, 2025), but is there a connection between language and behavior? Language shapes our thoughts, our interactions with others, and how we regulate our emotions. Strong early language skills are vital for developing the “inner monologue,” which helps regulate our emotions and control impulses (National Institute of Child Health and Development, 2014).
For example, if a child accidentally bumps another child, the bumped child engages in dialogue to self-reflect, identify the emotion they are feeling, consider the other child’s intent, and determine an appropriate response rather than reacting impulsively. This self-talk allows the child to interpret the other person’s nonverbal cues, which can provide clues about the intent behind the action. Beyond navigating immediate social interactions, language enables children to think about themselves in the future, a skill that is essential for tolerating short-term disappointment in pursuit of long-term gains. Consistent with this view, language ability has been associated with the ability to regulate emotions and delay gratification (Vallotton & Ayoub, 2011).
The data is clear that when teachers and parents have meaningful conversations with young children, it not only improves language skills but also social and behavioral skills (Landry et al., 2007; Bierman et al., 2015), and interventions that target oral language also improve behavior and self-regulation (West et al., 2022). As such, screening and intervention for early oral language are especially critical for educational readiness.