Understanding the CODA Experience
CODA stands for Child of Deaf Adults and describes a person who has one or more Deaf parents.
While the term includes people of all ages, professionals working with children and young people may encounter CODAs in schools, healthcare settings, social care services and community activities.
Some CODAs grow up using British Sign Language (BSL), Irish Sign Language (ISL), spoken languages or a combination of communication methods.
Some feel a strong connection to Deaf culture from an early age, while others may develop or explore that connection later in life.
For many CODAs, growing up with Deaf parents is a positive and enriching part of family life.
However, there may also be experiences that professionals should be aware of, particularly around communication accessibility, identity, interpreting expectations and access to appropriate support.
The most important thing to remember is that there is no single CODA experience.
Professionals should avoid assumptions about a child's communication abilities, family relationships, emotional wellbeing or responsibilities based solely on their parents being Deaf.
Understanding begins with listening to children and families as individuals.
CODAs in Education
Schools and education professionals play an important role in creating environments where CODAs feel included, understood and respected.
For some children, school may be one of the main places where they interact with people who have little experience of Deaf families or sign languages.
This can sometimes lead to misunderstandings, unnecessary attention or assumptions about their home lives.
Professionals can support positive experiences by:
- Ensuring Deaf parents can access school communications, meetings and events.
- Arranging appropriate interpreting support rather than relying on children or siblings.
- Recognising that a child's home language or communication methods may differ from those used at school.
- Challenging misconceptions about Deafness and Deaf parenting.
- Creating opportunities to celebrate different families, languages and cultures.
- Listening to children when they raise concerns about identity, friendships or communication.
Having Deaf parents does not, in itself, indicate a special educational need, safeguarding concern or additional support requirement.
Any assessment of a child's needs should be based on their individual circumstances, not assumptions about their parents' hearing status.
Interpreting Responsibilities and Appropriate Boundaries
One area of particular importance for professionals is recognising the difference between everyday family communication and situations that require professional interpreting support.
Some CODAs naturally grow up communicating across signed and spoken languages.
They may occasionally help explain everyday information, just as children in multilingual families sometimes help with communication.
However, there is an important distinction between informal, age-appropriate communication and expecting children to interpret complex, confidential or important information.
Children should not be placed in situations where they are expected to interpret:
- Medical appointments or information about diagnoses and treatment.
- Safeguarding discussions or child protection enquiries.
- Legal proceedings or sensitive financial matters.
- Educational assessments, statutory meetings or important decisions.
- Confidential or emotionally distressing conversations.
Professionals should make appropriate arrangements to communicate directly with Deaf parents, including qualified interpreters where required.
A child's ability to sign or speak does not make them an appropriate substitute for a professional interpreter.
Clear boundaries help protect children's wellbeing, support parental autonomy and ensure that important information is communicated accurately.
Emotional Wellbeing, Identity and Belonging
Like all children, CODAs may experience challenges relating to friendships, confidence, family relationships, identity or emotional wellbeing.
For some, being part of both Deaf and hearing communities can create a strong sense of connection, pride and belonging.
Others may occasionally feel different from their peers, find themselves answering questions about their family or struggle to explain experiences that their friends haven't encountered.
These experiences should not automatically be interpreted as difficulties or evidence of unmet needs.
Instead, professionals should create safe, supportive environments where children feel comfortable expressing themselves.
This may include:
- Listening to children without judgement.
- Respecting their individual feelings about being a CODA.
- Supporting access to peers who share similar experiences.
- Encouraging positive relationships and a sense of belonging.
- Recognising when a child may benefit from additional emotional support.
- Working collaboratively with parents and families.
Where a child has an identified wellbeing or safeguarding concern, professionals should respond according to the child's individual needs and relevant professional procedures.
Learning from the CODA Community
We believe that one of the most valuable ways professionals can develop their understanding is by listening to the experiences of CODAs themselves.
Every CODA brings a different perspective, and those experiences can help challenge assumptions, improve professional awareness and encourage more inclusive practices.
Through greater understanding, collaboration and the sharing of experiences, we hope to contribute to services that recognise and respect the diversity of Deaf families.
Whether you're looking for information, developing your professional knowledge or exploring ways to make your service more accessible, we encourage you to use our resources and connect with the wider CODA community.
Together, We Can Make a Difference
Understanding CODAs isn't about treating children differently.
It's about recognising their experiences, respecting their families and ensuring that every child has the opportunity to feel included, understood and valued.
By listening, learning and challenging assumptions, professionals can help create environments where CODAs and Deaf families feel respected and supported.
Every child deserves to be understood. Every family deserves to be included.
