Interpreting for Children: The Unique Challenges Behind the Work

ByDawn Flanigan

Interpreting for children — especially in educational settings — is one of the most complex areas of interpreting. While any interpreter might handle adult meetings, lectures, or technical content with relative predictability, working with children requires a different set of skills, preparation, and mindset.

I have interpreted in the K-12 setting in elementary schools, middle schools, high schools, and worst of all the preschool gym. Let me tell you, I would prefer to interpret college statistics or an engineering workshop rather than that preschool gym — all day long!

But, Educational Interpreters are so valuable for kids. Kids need access to language just as much as any adult. So, while it can be frustrating, the work is some of the most gratifying and important. And not everyone is built for it. Educational Interpreting is a very specialized area and needs to be highly skilled.

Children are not just “small adults.” Their language skills, attention, trust dynamics, and developmental stages all influence how interpreting must be done. For educators and interpreters alike, appreciating these differences — and adapting practice — makes communication truly accessible.

Language

Now, have you ever truly listened to any child speak? Any language.

Children’s language skills are still maturing. In spoken and signed languages alike, children make errors, use incomplete grammar, and may not understand complex vocabulary. It’s never grammatically correct, and this is expected.

They may not understand everything that an interpreter says to them.

📌 Tips for interpreters and educators

  • Use simple structures and familiar vocabulary when possible.
  • Be ready to repeat or rephrase concepts when it seems a child didn’t grasp the first pass.
  • Work on creating mental images through gestures, visual supports, or examples that make abstract content tangible

For Deaf or hard-of-hearing (DHH) children, only about 5–10% are born to Deaf parents. This means most do not have fluent language models in their homes early in life, which can delay foundational language skills.

When children enter school and have access to other signers, their language will increase significantly, and quickly. In educational settings, interpreters often do more than convey classroom content — they become language models for students acquiring a first or second language. Especially for young DHH learners, interpreters sometimes fill a gap where fluent language exposure has been limited.

Attention

Children naturally have shorter attention spans than adults. They may be curious, distracted, energetic, or simply less motivated to engage — and that’s developmentally normal. What’s important is that communication happens, not how you communicated it. Draw a picture. Do whatever you need to do in order to get the child to understand what you are saying.

I’m the type of interpreter who doesn’t give up until I figure out a way to get it across.

📌 Tips for working with kids

  • Use visuals like drawings, objects, or gestures to support meaning.
  • Break information into bite-sized chunks and check understanding often.
  • Be flexible with mode — sometimes play, movement, or demonstration clarifies better than straight translation.
  • When needed, pause and re-engage by asking simple questions or inviting interaction.

If the interpreter you have doesn’t seem to work, get a different one. Not every interpreter is meant to work with children. Some people just can’t break information down in a way that children can understand.

There is a certification that is available for Sign Language Interpreters specifically for the K-12 setting called the EIPA, the Educational Interpreters Performance Assessment. This test was created with the idea that children are not grammatically correct and that their language has not been developed yet. The test uses children in its videos for the test and during the scoring process, it specifically looks for issues that concern children and the educational process. This test shows that interpreters know how to work with children and are prepared for the educational setting.

📌 Tips for working with kids                                          

  • Use visuals like drawings, objects, or gestures to support meaning.
  • Break information into bite-sized chunks and check understanding often.
  • Be flexible with mode — sometimes play, movement, or demonstration clarifies better than straight translation.
  • When needed, pause and re-engage by asking simple questions or inviting interaction.

Relationship

Kids respond to adults they feel comfortable with. Trust is central — and it doesn’t happen instantly.

Important boundary note: The interpreter’s role is not to discipline. If a child is off-task or disruptive, it’s the educator or caregiver’s role — not the interpreter’s — to redirect or reinforce behavior. This preserves professional boundaries and maintains a healthy interpreter-student relationship.

📌 Tips for building rapport

  • Introduce yourself at the beginning of a session in a warm, friendly way.
  • Sit down to be eye-level with a child rather than standing over them.
  • Use basic, familiar language initially and gradually build complexity.

If you notice an interpreter becoming too close with a child, it may be time for that interpreter to move on.

Have a conversation with staff and family and the interpreter about how long they have worked with the child and the dynamic of the relationship. Although what has been said about comfort is true, it can also be a hinderance to the child. At some point in the educational process, you want the child to become used to different Interpreters and types of communication. It will help their language growth and aide in their maturity. 

Collaborating With Educators and Families

Effective interpretation with children is a team effort. Strengthening communication across home, school, and clinical environments supports consistent language exposure and development.

📌 Tips for educators

  • Include interpreters in lesson planning so they can anticipate vocabulary and concepts.
  • Encourage language modeling at home by offering resources to families, especially those new to sign language.
  • Provide interpreters opportunities for feedback and collaboration after sessions.

Other Situations

Interpreting for children doesn’t only happen in classrooms. They interact with interpreters in many settings, including:

  • Medical and dental visits
  • Mental-health and counseling sessions
  • Legal appointments or court proceedings

In these situations, the same principles apply: build comfort, use clear language, and be patient. Familiar interpreters can ease anxiety in high-stress situations — but if a preference for a specific interpreter risks professional boundaries, team discussions with caregivers and providers are helpful.

Interpreting for children — particularly Deaf and hard-of-hearing children — is not “easy.” It requires patience, creativity, specialized knowledge, and constant learning. But it is also deeply fulfilling: helping a child understand a concept, connect with peers, or access health care is powerful work.

As research shows, skill and preparation matter — not just good intentions. By investing in specialized training, collaborative practice, and intentional communication strategies, educators and interpreters can transform challenges into meaningful access.

Working with children is never easy. Every child is different and every situation is unique. To sound completely cliché though, “They are our future”. Global Interpreting Services has been doing this for over 25 years. Seeing a child grow through the educational system from preschool to graduation and on to college is rewarding. The child deserves all the credit, we just enjoy watching the journey.