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This report focuses on young people with specific speech and language difficulties (SSLD) as they finished Year 11 of compulsory education and moved into the first year of post-16 education, training and work. But it is informed by previous phases (Years 3, 6, 7, 9, and 10) and provides a longitudinal study which examines developmental trajectories and identifies predictive factors over time. The study sought to identify how their experiences and developmental trajectories differed from other children with special educational needs (SEN). Key findings include: the primary challenges for the children identified with specific speech, language and communication difficulties in secondary school revolved around their literacy difficulties; students with SSLD were at risk of behavioural, emotional and social difficulties; despite their difficulties throughout school, there were indications of more positive experiences and of success during the first year post-16 for the SSLD and SEN cohorts; overall some 77 per cent of the young people continued in full-time education and a further 12 per cent in work-related post-16 training and this compares favourably with the national average of 84 per cent in further education or training.