Considering the prevalence of speech, language and communication needs (SLCN) and the known association with poor academic performance and social, emotional and mental health, it is surprising that two-thirds of children with primary SLCN go unidentified. Although educational psychologists (EPs) are well positioned to support schools in improving practice at an individual and systemic level, little is known about their specific role in this practice. Therefore, the aim of this study is to explore EPs' perceptions, knowledge and practices regarding SLCN. Semi-structured interviews were conducted with eight EPs and analysed using thematic analysis. Results revealed all EPs recognised the importance of addressing SLCN but knowledge and practices were inconsistent. Findings have implications for EPs' initial and continuing training needs and their joint-working practices, particularly with speech and language therapists (SaLTs). Professional guidance regarding EPs' distinctive contribution to supporting SLCN and policy that addresses issues with joint-working practices is timely.