: The Power of Conversation: With Jess Claxton Primary school teacher, Jess Claxton, who is hearing impaired, sat down with Charlotte Chessell…
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The Power of Conversation: With Jess Claxton
Primary school teacher, Jess Claxton, who is hearing impaired, sat down with Charlotte Chessell…
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by Hampshire Research School at Front Lawn Primary
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This series of blogs follows professional conversations with a range of voices that can be recognised within our schools. Classrooms are an eclectic mix of pupils with different backgrounds, experiences, knowledge and skills, all of whom are welcomed and celebrated. Exactly the same can be said about the adults in our schools. Through this series, we are hoping to give these voices a platform to share their expertise.
Teaching is a profession that relies heavily on communication. For Jess, a dedicated teacher with a hearing impairment, navigating the classroom comes with unique challenges — but also innovative solutions and supportive strategies that make her work possible and fulfilling.
Understanding the Impact of Hearing Impairment in Teaching
Jess has been hearing impaired since she was eight years old. Even with state-of-the-art hearing aids, she explains that her hearing is not “perfect” and certain sounds, particularly low tones, remain difficult to decipher. This affects her both in daily life and in her professional environment. For example, Jess sometimes mixes up similar-sounding words or struggles to follow conversations if people speak from behind or don’t clearly articulate their words.
In the classroom, these challenges can manifest in different ways. Children may become frustrated if Jess doesn’t immediately understand what they are saying, and she must rely on lip reading, contextual cues, and a strong sense of classroom dynamics to interpret speech. Despite these challenges, Jess has developed strategies to manage her hearing impairment effectively. She tunes into her students, observes their body language, and often relies on familiar patterns to understand communication, ensuring that the classroom remains a smooth and engaging learning environment.
Jess also emphasises the importance of openness. She tells her students about her hearing impairment in a way that’s relatable and even fun. By explaining that she sometimes can’t hear without her hearing aids, she encourages children to be patient and mindful when speaking. This transparency not only builds understanding but also normalizes discussions about disabilities for her students.
Strategies for Support and Adaptation
The school has implemented several practical measures to support Jess, demonstrating how small adaptations can make a significant difference. For example:
Visual Fire Alarms: In preschool areas, where Jess’s hearing aids may not pick up alarms effectively due to pitch differences, the school installed a light-based alert system
Meeting Adaptations: Recognising that staff meetings and large group discussions can be particularly challenging due to acoustics and moving speakers, her colleagues provide wrap-up notes or handouts to ensure she stays informed
Use of Subtitles and Assistive Technology: For presentations and videos, captions or subtitles are used to ensure she can fully engage with content
Jess also highlights the importance of confidence and communication. She informs parents and colleagues about her hearing impairment upfront, explaining that she may need them to speak clearly or repeat information. This approach reduces misunderstandings and fosters a culture of patience and inclusion.
The Role of Personal and Institutional Support
Jess reflects on the changes in societal understanding of disabilities over the years. Early in her career, she was hesitant to disclose her hearing impairment, fearing judgment or misunderstanding. Today, she feels empowered to communicate her needs openly.
Her experience suggests that support works best when it is both personal and institutional:
Personal strategies: Jess has learned to navigate her impairment, advocate for herself, and explain her needs to others
Institutional support: Schools can implement practical solutions — like visual alarms, handouts, subtitles, and clear communication protocols — that make teaching and collaboration more accessible
She also raises an important point about choice: staff with disabilities should be able to decide if and how their needs are shared with colleagues. A flexible approach that respects privacy while offering support can empower educators to perform at their best without unnecessary stress or embarrassment.
Lessons for Schools and Educators
Jess’s story offers valuable insights for schools seeking to support staff with hearing impairments or other hidden disabilities:
Encourage openness and respect personal choice: Allow staff to decide how much information about their disability is shared.
Implement practical adaptations: Visual alarms, subtitles, handouts, and seating arrangements can significantly reduce barriers.
Promote understanding among students and parents: Simple explanations and modeling inclusive behavior create a supportive environment.
Use technology effectively: Hearing aids, loop systems, and captioned materials can bridge communication gaps.
Jess’s experience demonstrates that while hearing impairments present real challenges in teaching, these can be effectively managed through a combination of personal strategies, supportive colleagues, and thoughtful institutional policies. Her story underscores the importance of awareness, inclusion, and proactive solutions in education, ultimately showing that all students and staff benefit when communication barriers are addressed thoughtfully.
By sharing experiences like Jess’s, schools can foster environments where diversity is embraced and all educators — regardless of ability — can thrive.
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