When does a child in Estonia need help from a speech therapist, psychologist or special education teacher: signs, referrals, waiting lists and prices
If a child’s speech development, learning, communication or behaviour raises concerns, parents do not have to wait for a diagnosis or immediately start looking for paid private services. In Estonia, parents can seek support for their child from a kindergarten, childcare centre or school, and ask Rajaleidja for advice. We explain when a speech therapist, special education teacher or psychologist may be able to help, how support is arranged and which services are free of charge.
In brief: first talk to the child's teacher or group staff, ask for a support specialist to be involved, and contact Rajaleidja yourself if necessary. In schools, needs-based speech therapy, special education, psychological and social pedagogy services must be free of charge for the student.
When might a child need help from a support specialist?
It is reasonable to seek help when a concern related to a child's development, learning or everyday functioning recurs or affects their well-being. For example, attention may be needed when a child has difficulty making themselves understood, constantly needs additional guidance with schoolwork, has trouble communicating or is bothered by persistent anxiety at school.
These signs do not in themselves indicate a disorder or diagnosis. It is important to describe when the difficulty occurs, what has already been tried and how the child feels about it.
Real-life examples: when is it worth asking for help?
The following situations are examples, not diagnoses. A single difficulty does not necessarily indicate a developmental disorder. It is important to notice whether the concern recurs, how much it affects the child, and whether the situation changes over time.
The child speaks, but strangers often cannot understand them
For example, a five-year-old child is happy to talk with family members at home, but at kindergarten they have to repeat what they want several times because others do not understand their words. Difficulty with some sounds may be part of typical development, but if speech intelligibility causes communication difficulties, it is worth discussing the situation with the teacher and asking for a speech therapist's assessment.
What can a parent do? Write down a few examples of words or situations in which communication breaks down. Don’t make the child repeatedly say every sentence correctly, and don’t compare them with other children.
The child understands the task, but reading or writing is slow and difficult
For example, a second-grade student reads slowly, confuses letters or avoids writing assignments, even though they can explain the topic well in oral conversation. They may need help from a special education teacher to find suitable learning methods, and sometimes a speech therapist's assessment of their written language skills as well.
What can a parent do? Ask the teacher for specific examples of the child’s work and find out whether the difficulty occurs only in one subject or in several situations. At home, exercises can be practised in short, calm sessions.
The child refuses to go to school or complains of stomach aches before the school day
For example, a child starts worrying on Sunday evening, cries in the mornings and says they do not want to go to class. The reason may be fear, relationships with classmates, the learning load or something else; no conclusion can be drawn from stomach pain alone. A school psychologist can help make sense of the concern, and a social pedagogue may also be involved if necessary. If physical complaints recur, it is advisable to consult a family doctor.
What can a parent do? Listen to the child without reproaching them or jumping to conclusions. Ask when during the school day things become difficult, and share your observations with the class teacher.
The child often gets into conflicts and cannot find their place in the group
For example, a child interrupts other children's play, reacts very sharply when irritated, or withdraws from their peers' activities. This may indicate a need to support their communication skills or to find out which situations are overwhelming for the child. A psychologist, social pedagogue and teacher working with the family can offer support.
What can a parent do? Try to describe specific situations: what happened before the conflict, how the adults reacted, and what helped the child calm down. Avoid describing the child simply as “problematic” or “badly behaved”.
The child consistently needs more guidance with everyday activities or schoolwork
For example, the child struggles with multi-step instructions, always needs a separate reminder to start a task, or quickly loses track of what they are doing. One possible approach is to discuss with the teacher whether adapting the learning activities would be enough or whether an assessment by a special education teacher might be needed.
What can a parent do? Find out whether breaking instructions into smaller steps, visual reminders, or a quieter workspace help. A support specialist can help determine which strategies are suitable for the child.
If a child experiences a sudden change in speech or behaviour, develops serious health complaints, or faces an immediate threat to their safety, do not rely solely on the school’s counselling waiting list: contact a health care or emergency service as appropriate to the situation.
Speech therapist, special education teacher or psychologist – who should you turn to?
| Specialist | What kind of help does it provide? |
|---|---|
| Speech therapist | Assessment and support for difficulties related to speech, language, pronunciation, and communication. |
| Special education teacher | Identifying difficulties related to learning, development and learning skills, and finding suitable ways to learn. |
| Psychologist | Understanding and supporting concerns related to a child's emotional well-being, behaviour, relationships and coping at school. |
| Social educator | Resolving problems related to communication, social skills, school attendance and the learning environment. |
A parent does not have to decide alone which specialist is right. The teacher and support team can assess the situation together. If the concern relates to the child’s health or a possible medical condition, the parent should also contact their family doctor or another healthcare professional if necessary.
How is support arranged for a child at preschool or school?
- Describe your concern to the teacher. Give examples of situations in which the child needs help, and ask what has been observed at the educational institution.
- Ask for a support specialist to be involved. Specialists and teachers can assess the child's needs and agree on appropriate support.
- Agree on the next steps. Ask what support is offered, who coordinates the activities, and when their effectiveness will be evaluated.
- If necessary, contact Rajaleidja. Non-school counselling can help resolve more complex issues and identify suitable recommendations for organising education.
From 1 September 2025, the applicable procedure for support specialist services also covers kindergartens and childcare centres. The service is selected with consideration for the child's age, individual needs, and the views of the child and parent. The relevant specialists and teachers or childcare workers decide on the form, extent and duration of the support in cooperation.
Two examples of how support could be arranged
Example 1: the speech of a preschool child is difficult for others to understand
1. The parent writes down the situations in which the child has difficulty expressing themselves and talks to the group teacher. 2. The teacher shares their observations, and they discuss involving a speech therapist. 3. The specialist assesses the need and gives recommendations to both the educational institution and the family. 4. They agree on how to support the child’s communication during everyday activities and when to evaluate the impact again.
Example 2: a schoolchild avoids reading and feels bad in class
1. The parent asks the class teacher which tasks the child has difficulty with. 2. A special education teacher helps assess learning skills and find suitable strategies. 3. If the child also experiences severe anxiety, a school psychologist can be involved. 4. Specific changes are agreed with the teachers, and the child’s progress is monitored.
Both descriptions are illustrative. The actual choice of specialists and working arrangements depend on the child’s needs and the educational institution’s resources; Rajaleidja can be involved if needed.
Are the services of a speech therapist, special education teacher and psychologist free of charge?
Under § 37 of the Basic Schools and Upper Secondary Schools Act, students must be provided, free of charge and when necessary, with at least the services of a special education teacher, speech therapist, psychologist and social pedagogue at school. The school owner shall create the opportunities for providing these services, and the school principal shall organise them.
For kindergartens and childcare centres, the relevant early childhood education legislation and the support service arrangements of the specific institution should be consulted. If a parent is offered a paid private specialist, it is worth asking separately what necessary support the child can receive at their educational institution and how access to it is ensured. Voluntarily choosing a private service does not automatically mean that the school’s obligation to support the student ends.
How quickly should a child be able to speak with a specialist? Under § 3, subsection 5 of the procedure for support specialist services, when a learner or parent requests it, or a need becomes apparent, the educational institution must arrange an opportunity for the learner to speak with a support specialist in person within one week at the latest. This concerns the opportunity for an initial conversation, not a promise that all assessments or ongoing therapy will be completed within a week. If an accident or danger puts the life or health of the learner or others at risk, the service must be provided as soon as possible, but no later than the next working day.
Rajaleidja: when and how to seek help?
Rajaleidja provides education-related counselling on matters concerning a child’s development, learning and coping. Parents can also seek advice independently; no referral from the school or kindergarten is needed for an initial enquiry. If it turns out that an official recommendation from the non-school counselling team is needed, the family will be given separate information about the procedure.
Instructions for making an enquiry and contact details can be found on the Rajaleidja website. Waiting times may vary; therefore, it is advisable to discuss support with the educational institution while waiting for a counselling appointment.
What should you do if the child does not receive the support they need?
Ask the school or kindergarten to explain what support has been considered, who is responsible for arranging it and how the next steps will be agreed. If the matter remains unclear, contact the head of the institution or its operator. You can also ask Rajaleidja for advice. Noticing a need does not always mean that a specific specialist can offer an appointment the same day, but it is not advisable to postpone planning support for the child without good reason.
What questions could a parent ask at the meeting?
The meeting is more productive when the parent understands exactly what will happen next. For example, they could ask:
- What difficulty have the teachers noticed, and when does it occur?
- Which specialist can help assess this situation?
- What support can the child already receive in their group or during lessons?
- What small, manageable activity could we try at home?
- Who is responsible for implementing the agreements?
- When will we review whether the chosen solution is helping the child?
If the agreements concern several people, you can ask for them to be briefly put in writing. This helps avoid a situation where the family expects one thing and the educational institution understands the agreement differently.
Frequently asked questions
Is a referral needed to contact Rajaleidja?
A parent can contact them independently to seek initial advice. A separate procedure applies when applying for an official recommendation from the non-school counselling team.
Is help from a school psychologist free?
Yes. If a student needs support from a school psychologist, it must be provided free of charge.
Does a child need a diagnosis before receiving help?
No. The need for support can also be noticed and assessed without a prior medical diagnosis. Certain additional measures may require a separate assessment or recommendation.
How long is the support specialist's service provided for?
The scope and duration of the service depend on the child's needs and are assessed in cooperation with staff at the educational institution.
Can a parent also ask for help at a childcare centre?
Yes. The procedure for support specialist services also covers childcare centres. Ask the childcare provider or its operator about the specific service arrangements.
Sources
- Riigi Teataja: Basic Schools and Upper Secondary Schools Act (§ 37).
- Riigi Teataja: description of support specialist services and the procedure for providing them.
- Social Insurance Board: support options from educational institutions and Rajaleidja.
- Rajaleidja: counselling and contact details.
This article is for informational purposes and does not replace individual medical or legal advice. Legal references checked on 19.10.2026. Artificial intelligence was used in preparing the article.
These articles may also be of interest
Introduce your services on Easyfind, add a description, photos, videos, documents and contact details to your listing. This way, families can find the information they need in one place, and your offer may also be discoverable through search engines.
Current offers on Easyfind
How much will your job cost?
Choose a service and its scope to get an estimated price.