British Sign Language (BSL)

It is a common misunderstanding that sign language is universal. In reality, sign languages vary globally; for example, BSL is entirely distinct from American Sign Language (ASL). Even within the UK, BSL features rich regional variations, meaning a single word or STEM concept may be signed differently depending on the local community or common practice within a particular organisation or institution.

We recognise that for many Deaf learners, BSL is their first or preferred language—or is relied on as part of a broader communication approach. It is a full and independent language, distinct from communication systems such as Makaton.

10 Useful BSL Signs

Want to use British Sign Language during your activities or as part of a Lightyear Foundation activity? We have put together a list of useful STEM signs in the short videos below so you can learn along with us. 

Facts and figures on deafness in children and young people in the UK

There are 53,225 deaf children and young people in the UK, with the majority educated in mainstream settings where they may be the only deaf pupil in their class. More than 90% are born to hearing parents, meaning many families are navigating deafness and communication support for the first time. Around half of deaf children are born deaf, with the other half becoming deaf during childhood.

Deafness exists across a wide spectrum, from mild to profound, and even mild deafness can significantly impact language development, learning and wellbeing.

Communication needs vary:

• 89% of deaf children use spoken language only in education

• 6% use a combination of sign and spoken language

• 2% use British Sign Language (BSL) as their main language

• 3% use other communication approaches

This highlights the importance of flexible, inclusive communication approaches.

Access to the right support remains a significant challenge for many deaf children:

• 1 in 4 have an additional need alongside their deafness 

• There has been a 26% decline in Teachers of the Deaf since 2011 

• Many learners lack consistent access to specialist support 

These challenges contribute to a persistent attainment gap:

• 42% of deaf children achieve a good level of development in early years, compared to 68% of all children 

• 34% achieve grade 5 or above in GCSE English and maths, compared to 46% of all pupils 

With the right support, deaf children can achieve the same outcomes as their hearing peers. Improving access to language, including BSL, is a critical part of that support.

(Source: National Deaf Children’s Society)

A note on the use of D/deaf

You may see the term D/deaf used to reflect the different ways people identify; deaf (lowercase) is often used to describe the medical or physical aspect of hearing loss, while Deaf (uppercase) can describe a cultural identity connected to the Deaf community and British Sign Language, and it is important to recognise that individuals may have their own preferences for how they identify.

Technologies and support used by deaf children and young people

Deaf children and young people use a wide range of technologies and support to access sound, communication and learning. These can vary depending on individual needs, preferences and levels of hearing.

Hearing technology does not restore hearing in the same way as typical hearing, but it can play an important role in supporting access to sound and spoken language.

Common technologies include:

• Hearing aids - amplify sound and are used by many deaf children to make the most of the hearing they have 

• Cochlear implants - devices that convert sound into electrical signals, typically used by children with severe to profound hearing loss 

• Bone conduction hearing devices (BAHA) - transmit sound through the bones of the skull to the inner ear 

• Middle-ear implants (MEI) and auditory brainstem implants (ABI) - used in more complex cases 

Many children also use radio aids (assistive listening devices). These systems help improve clarity by transmitting a speaker’s voice directly to a hearing device, which is especially useful in noisy environments such as classrooms.

These technologies also shape how deaf young people engage with STEM environments, influencing how they access information, participate in experiments and collaborate with others.

It is important to recognise that technology is only one part of access. Deaf children and young people may use a combination of approaches, including spoken language, British Sign Language, lipreading and visual communication strategies.

Creating inclusive environments means understanding and supporting this diversity, ensuring that communication is accessible in ways that work for each individual.

Understanding language and communication differences

For many deaf children and young people, British Sign Language may be their first or preferred language. BSL has its own grammar and structure, which is different from written and spoken English. Combined with varying levels of access to spoken English in early childhood, this can influence how reading and writing develop over time. As a result, written English may reflect different sentence structures, vocabulary choices or levels of fluency, shaped by the influence of BSL and individual language experiences.

It is important to approach this with understanding and patience:

• Focus on meaning and ideas, rather than grammar, spelling or punctuation 

• Recognise that differences in written English do not reflect a lack of ability 

• Allow time and flexibility for communication 

Where possible, offer alternatives to written responses or assessments so that young people or colleagues can communicate in ways that work best for them. For example:

• responding in person 

• using video (including BSL) 

• providing visual or practical demonstrations of understanding 

These approaches can offer a more accessible and meaningful way for individuals to express their understanding, knowledge and ideas.

Keep learning: More BSL resources

Want to learn even more STEM signs? The British Sign Language Glossary of Curriculum Terms is a fantastic place to start. It is a collection of signs compiled by subject experts and BSL linguists.

There are also several other online dictionaries that can be used to look up general or everyday signs:

• British Sign Language (BSL) Dictionary - a video-based search tool

• British Sign Language Dictionary - features still images of signs rather than videos 

• BSL Dictionary by BID - a video resource for looking up common signs

• BSL Signbank - a detailed database that shows regional variations across the UK

• Sign Dictionary - a simple search tool for BSL vocabulary

For a physical resource, you can also visit the Royal Association for Deaf People to find fingerspelling postcards and printable resources.

Level up: BSL training

If you have enjoyed learning these STEM signs and want to take your skills further, there are many ways to learn BSL. Even completing a basic introductory course can significantly improve your communication skills and confidence when interacting with D/deaf colleagues or students. You should always look for Deaf-led courses, which are taught by native signers.

• Signature - the UK’s main awarding body for BSL qualifications 

• Local colleges - many offer BSL Level 1 and 2 evening classes 

Booking a BSL interpreter

To support inclusive communication, it is often helpful to book a qualified BSL interpreter. These professionals enable clear communication between spoken English and BSL users in a wide range of settings, including education, events and group activities.

You can find and book registered interpreters through the NRCPD (The National Registers of Communication Professionals working with Deaf and Deafblind People).

Other specialist services

The NRCPD also lists professionals who provide access for other communication needs, such as:

• Deafblind manual interpreters - for tactile, hand-on-hand signing 

• Lipspeakers - for those who rely on clear lip patterns rather than BSL 

• Notetakers and STTRs (Speech-to-Text Reporters ) - for those who need a live text feed or a written summary of the session 

Quick booking tips

• Plan ahead - qualified interpreters are often in high demand, so try to book at least a few weeks in advance 

• Help them prepare - send over vocabulary lists or session plans early so the interpreter can familiarise themselves with the topics 

• Verify credentials - always check that your interpreter is NRCPD registered to ensure they have the correct qualifications and insurance 

Get in touch

We hope this resource helps remove barriers and build confidence in using BSL within STEM activities.

We are proud to have a number of highly experienced Deaf team members and associates, whose expertise and lived experience shape our approach. They would be pleased to work with you to support inclusive and accessible STEM delivery.

If you’d like to learn more or work with us, please get in touch - we’d love to hear from you.