During COVID-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (SLT?s) and education authorities' staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the SLT UK professional body, and by Scottish child health services' SLT lead practitioners. An SLT Scotland officer fed the findings to a national working party updating the Scottish digital health and care strategy, and to other decision makers. The social capital relations involved and developed are here described using Bourdieusian theoretical frameworks, and the cross-sectoral, cross-institutional restabilising commitments, relations and professional agency required to re-establish collaborative working practices are presented and discussed.