Language is not only the subject but also the tool of school education and is an essential key to successful participation in institutional educational processes. A crucial prerequisite is that children and young people have a level of language competence that allows them to actually utilise learning opportunities and benefit from learning opportunities at school. It is also crucial that teachers are able to organise inclusive learning opportunities at school in a linguistically sensitive and supportive way, taking into account the heterogeneous linguistic needs of all students in their learning group. These educational challenges are not limited to the goal of developing children and young people's academic skills, but also include social participation in the school context.

However, it is not only those students who have been diagnosed with special educational needs in the area of language support that have special language support needs. Specific problems in the acquisition of written language, i.e. reading and spelling, are also extremely relevant in educational work in primary schools and are therefore an important field of action. Inadequate technical and educational language skills of multilingual students or children and young people from educationally disadvantaged backgrounds are also an important field of action.