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Active & Previously Approved Stuttering Research Studies The National Stuttering Association (NSA) reviews and approves stuttering-related research studies to help ensure ethical standards, transparency, and respect for people who stutter. This page includes a regularly updated list of active stuttering research studies currently recruiting participants, as well as previously approved studies whose approval periods have concluded. Inclusion on this list indicates that a study has been reviewed by the NSA Research Committee. It does not imply endorsement of specific findings or outcomes. Active Stuttering Research Studies (Currently approved and recruiting participants) Research Title Researcher(s) Expires Hot and Cool Executive Function of Children Who Do and Do Not Stutter Matt Hopper 02/17/2027 Career Advice Reported by People Who Stutter Samiksha Gaur 02/17/2027 Self-help for stuttering: More than mutual aid Molly Stevenson 02/17/2027 Stuttering and Sleep: Does it Matter? Kenzie Beard 02/17/2027 Neural and Behavioral Error Responses in Adults who Stutter Shogo Honda 02/17/2027 Exploring Adults’ Lived Experiences of Stuttering Through a Trauma-Informed Lens Dr. Naomi Rodgers 02/17/2027 Network Connectivity and Temporal Processing in Adolescents Who Stutter Dr. Shanley Treleaven 2/23/2026 Audiovisual Integration in People Who Stutter Dr. David Jenson 6/22/2026 Systematic client feedback in speech-language treatment Dr. Kerry Ebert 6/5/2026 Development of authentic avatars for clinical education in stuttering Dr. Shelley Brundage 6/5/2026 Social Anxiety, Worry, and the Experience of Stuttering Dr. Seth Tichenor 6/5/2026 Genetic and metabolic bases of developmental stuttering Dr. Joan Orpella 6/22/2026 Linguistic preferences in adults who stutter Dr. Mahmoud Elsherif 10/16/2026 Fluency and Flow Study Dr. Jeanne Nakamura 12/31/2026 If you have any questions about the research process or would like to know more about a specific project, please contact the NSARC Chair Angela Medina, Ph.D., CCC-SLP . Previously Approved Recruitment Projects (2022–2025) (Approval period has ended) Research Title Researcher(s) Approved Until Listener Perception and Childhood Stuttering Haley Warner 5/01/2025 Quantifying Variability in Stuttering in the Real World Dr. J. Scott Yaruss 6/14/2025 Social Network Analysis in Adults Who Stutter Dr. Naomi Rodgers 6/14/2025 Impact of Support Group Conferences on Teens Joy Kling 6/16/2025 AI Accessibility for People Who Stutter Dr. J. Scott Yaruss 6/17/2025 Parent Survey: Preschoolers Who Stutter Ryan Millager 10/22/2025 Real-Time Listener Reactions & Stuttering Courtney Margulis 10/22/2025 Sequencing & Initiation in Speech Production Dr. Frank Guenther 10/22/2025 Hope, Humor & Self-Stigma in Adults Who Stutter Dr. Laura Plexico 10/22/2025 Stuttering Mindsets Megan Arney 10/28/2025 An online compassionate imagery intervention for people who stutter/stammer: A feasibility study Benjamin Farmer 9/30/2025 Rhythm Production and Processing in Children and Adults Who Stutter Janina Boecher 10/22/2024 Exploring Sensorimotor and Interoceptive Awareness in Stuttering Hazel Malcolm 10/22/2024 Multiple Stigmas, Social Identities, and Stuttering Dr. James Mancinelli 10/22/2024 Temporal Processing in Adults Who Stutter Samira Anderson 10/22/2024 Parents of Individuals Who Stutter: Experiences & Stages of Change Sadaf Salehi 10/22/2024 Acknowledging Stuttering with Preschoolers Dr. Cara Singer 10/22/2024 Social Isolation and the Experience of Stuttering Seth Tichenor 10/22/2024 Transitions to Life After High School Dr. Naomi Rodgers 06/22/2024 Migrants to the U.S. Who Stutter Dr. Victoria Reynolds 06/20/2024 Effectiveness of a Mindfulness App Juhee Kim 06/20/2024 Variability in Fluency and Psychological Impact Eddie Brown 06/19/2024 Trait Mindfulness and the Experience of Stuttering Megan Arney 06/19/2024 Anticipation of Stuttering and the PAiS Robert Bies 02/22/2024 Understanding the Experience of Stuttering and Cluttering Dr. J. Scott Yaruss 06/14/2024 Neural Oscillations and Speech Perception in Stuttering Dr. Shanley Treleaven 06/20/2024 What Do People Who Stutter Want From Speech Therapy?   Matthew Phillips 07/24/2024   Linguistic and Cognitive Factors in Stuttering Dr. Zoi Gkalitsiou 02/22/2024 Spanish-Language Support Group Study Dr. Angela Medina 02/14/2024 For any questions about research, or to learn more about specific projects, please contact the NSARC Chair Angela Medina, Ph.D., CCC-SLP .

The Krishnan and Yegneswaran Family College Scholarship from the National Stuttering Association (NSA) provides financial assistance to college students who stutter, supporting their educational goals while advancing our mission. This scholarship recognizes students who demonstrate academic commitment, leadership potential, and a connection to the stuttering community. Staying connected with scholarship recipients and following their journeys is one of the most meaningful parts of this program. We are proud to share updates from several recent recipients and highlight the incredible work they continue to do!  Aspen Jester (2025 Scholarship Recipient) Aspen Jester When Aspen Jester received her NSA scholarship, she was pursuing her Master of Science in Clinical Speech-Language Pathology at Northern Arizona University. Since then, Aspen has continued expanding her impact on the stuttering community through advocacy, education, research, and leadership.  How has receiving the NSA scholarship impacted your college experience or career journey? The scholarship gave me the freedom to focus more fully on stuttering advocacy, education, and clinical growth without added financial stress. It encouraged me to pursue opportunities I may not have stepped into otherwise, like presenting to undergraduate students, starting campus initiatives, and connecting with professionals. What accomplishments are you most proud of during college or since graduation? Over the past year, I presented to undergraduate Communication Sciences and Disorders students about supporting people who stutter and participated in research and therapy related to stuttering. This fall, I’m launching an NSA Adult Chapter, one of the most meaningful projects I’ve taken on. Were there opportunities this scholarship opened up for you that you didn’t expect? This scholarship gave me the chance to build meaningful connections with people who stutter all over the country through NSA Chapter meetings, podcasts, and research studies. Those relationships have shaped my confidence and vision for the future. It also gave me the support I needed to take on leadership roles I didn’t anticipate so soon. How has being part of the NSA community shaped your perspective or goals? The NSA community has shown me the power of connection and storytelling. I’ve seen how sharing experiences as people who stutter builds understanding and community. This has shaped my goals beyond clinical work by helping create spaces where people who stutter feel heard and supported. What advice would you give to future NSA scholarship applicants? Be open to the unexpected ways this support can shape your journey. The scholarship is more than financial help; it’s encouragement to share your story and pursue opportunities that align with your passions. Looking back, what does receiving this scholarship mean to you personally? To me, the scholarship represents trust and belief, not only in my potential, but in the future impact I hope to make as both a person who stutters and as a clinician. It gave me the space to grow, connect, and move forward with more confidence and purpose. Eddie Brown (2025 Recipient) Eddie Brown Eddie Brown received his NSA scholarship while pursuing his PhD in Speech and Hearing Science with a focus on stuttering neurophysiology, variability, and treatment effectiveness. Eddie continues to make meaningful contributions through research, teaching, and leadership.  How has receiving the NSA scholarship impacted your college experience or career journey? The scholarship provided financial relief and a sense of affirmation at a critical time in my academic journey. It has allowed me to dedicate more energy to research, teaching, and professional development. It has also been a moral reminder that the NSA community believes in and supports the future of people who stutter. What accomplishments are you most proud of during college or since graduation? I am currently a fifth-year PhD student in Audiology & Speech Pathology at the University of Tennessee Health Science Center. In 2025, I received my college's Dean Award, which recognizes a graduate student who has excelled academically and has either overcome tremendous odds to be successful or has consistently made contributions that benefit others. In 2023, I was named to Knoxville’s 40 Under 40, a recognition awarded to young professionals making significant contributions to their communities, which was especially meaningful. Were there opportunities this scholarship opened up for you that you didn’t expect? The scholarship gave me the confidence to pursue opportunities that felt “bigger than me” at the time. It encouraged me to apply for travel awards to conferences and collaborate with leaders in the field. That initial recognition from the NSA pushed me to believe my voice and contributions matter in both research and clinical practice. How has being part of the NSA community shaped your perspective or goals? The NSA community has been a foundation of belonging for me. It has shown me that stuttering is a diverse human experience. This perspective shapes my research, teaching, and therapy program design. My goal is to carry that same empowerment forward to others who stutter through both science and clinical practice. What advice would you give to future NSA scholarship applicants? I would encourage them to apply even if they feel hesitant or unsure if their story is “enough.” The NSA values authenticity, not perfection. Share your journey, your goals, and how the scholarship would make a difference. Looking back, what does receiving this scholarship mean to you personally? It means validation that my identity as a person who stutters is not a limitation but a source of strength. The scholarship was one of the first moments I felt seen, not just for my academic potential, but for my lived experience. It continues to remind me that I am part of a community that believes in supporting each other’s dreams. It pushes me to work harder for those whose voices have been overlooked or diminished. It also pushes me to be the best Chapter Leader that I can be. Kaela Coye (2024 Recipient) Kaela Coye Kaela Coye received her NSA scholarship while completing her Bachelor of Arts in Language, Speech, and Hearing Sciences and is now pursuing her Master’s in Speech-Language Pathology at the University of South Florida. Kaela continues to pursue her goal of becoming a clinician who helps create positive and empowering experiences for people who stutter.  How has receiving the NSA scholarship impacted your college experience or career journey? As a low-income student with lofty goals, my education has relied on grants and scholarships. As a person who stutters and an aspiring speech-language pathologist, the scholarship made it possible for me to continue my education. What accomplishments are you most proud of during college or since graduation? The scholarship was given to me for my BA in Language, Speech, and Hearing Sciences. Thanks to the NSA, I am happy to say that I finished my degree and have moved on to pursuing my MS in Speech-Language Pathology. Were there opportunities this scholarship opened up for you that you didn’t expect? I was able to attend the University of South Florida, home to an incredible speech clinic and knowledgeable and supportive professors. Without this support, I would not have had the opportunity to participate in such a rigorous and enriching program. How has being part of the NSA community shaped your perspective or goals? Each year at the NSA Conference, I hear about how many people who stutter have been hurt and disappointed by SLPs. I hope to be the SLP who changes this track record, inspires people who stutter to advocate for themselves, and speak openly and fearlessly. What advice would you give to future NSA scholarship applicants? Go for it. The NSA is here to empower students who stutter to reach their fullest potential because we are capable of achieving everything we dream of. Looking back, what does receiving this scholarship mean to you personally? Receiving the scholarship from the NSA has helped me realize that there are people who not only believe in me but also believe in people who stutter around the world and their ability to succeed and flourish in anything they put their minds to. Aspen, Eddie, and Kaela are just a few examples of what becomes possible when students who stutter are supported, believed in, and empowered. If you are a college student who stutters, learn more about the scholarship and how to apply at WeStutter.org/kyfcs .

Contributor: Lexi Hewitt, Certified School Counselor and PWS Talking to children about stuttering can feel intimidating, especially if you’re unsure how to start the conversation. If you're having trouble beginning discussions about stuttering with younger kids, you’re in luck! The National Stuttering Association (NSA) offers helpful tools to make these potentially difficult talks easier and to create a supportive and inclusive environment, whether your child stutters or just knows someone who does. Keep It Honest & Simple When Talking to Children About Stuttering When talking to kids, keep your explanation clear, easy to understand, and positive. For example: “Stuttering is when someone has trouble speaking smoothly or getting their words out. It might sound like they repeat words, stretch out sounds, or get stuck trying to say something. Some people speak differently, and that’s okay!” This phrasing helps children recognize that stuttering isn’t “wrong” or “bad”; it’s simply a different way of communicating. Kids need to understand that stuttering is normal and that people who stutter are just as intelligent, kind, and unique as anyone else they interact with daily.  Use Age-Appropriate Language With Children About Stuttering For younger children and their developmental stage, metaphors work well to explain stuttering: “Words can be like cars in traffic - sometimes they get slowed down for a moment, but they still keep moving!” Older children are capable of understanding more abstract and complex ideas. They can realize that stuttering occurs when the brain and speech muscles are not perfectly synchronized. It is not due to nervousness or a lack of understanding on the part of the person who stutters.  Share Real-Life Examples From Children Who Stutter Sharing authentic stories can help children connect and develop empathy for people who stutter. Sisters Who Stutter  is a teenage-led organization that hosts monthly Zoom meetings for girls who stutter, where they can come together and share their experiences. Watch as members of Sisters Who Stutter  discuss their journeys of growing up with a stutter in this video . Hearing personal stories from people who stutter demonstrates to children, regardless of whether they stutter, that these individuals are resilient and brave for sharing their experiences.  Encourage Empathy & Respect We can teach children how to respond when someone is stuttering, while demonstrating kindness and understanding: Avoid asking why  someone stutters or talks the way they do Listen without interrupting  Avoid finishing the sentence for them Show interest in what the person is saying by nodding your head and making eye contact during conversations (also known as active listening) During the conversation, you might say things like “We all want to be heard” or emphasize that “The best response when someone is speaking is to be respectful, kind, and attentive by listening, regardless of whether they stutter or not.”  Normalize Stuttering as Part of Human Diversity Stuttering is just one of the many ways people are unique. Let your child know: “Just like some people have curly hair or wear glasses, some people have different ways of talking. That’s what makes the world interesting!” You can point out that many famous people who stutter, such as rapper Kendrick Lamar, author Lewis Carroll, and film director Ari Aster. Their stuttering didn’t stop them from sharing their voices with the world. Be Ready to Answer Questions Honestly Kids are naturally curious! If they ask, “Why do some people stutter?” you can say: “Scientists think stuttering happens because of how their brains work, and how they struggle to connect to the speaking parts of their bodies. It’s not because someone is scared or doesn’t know what to say. And it’s definitely not anyone’s fault!” If you don’t know the answer, that’s okay! You can open the dialogue by saying: “I’m not sure, but let’s learn and look it up together.” Share Stories From the Stuttering Community For example, consider how Codi Lamb, founder of Melanin Stutter Queens, talks about stuttering  with her young niece: “I wanted her to know that stuttering doesn’t make me any less smart or capable. It’s just part of who I am. When I explained it like that, she got it right away—and she’s been one of my biggest supporters ever since.” Hearing voices like this helps kids see that stuttering is just one part of a person’s story. Find Books & Videos to Share Children’s books like “I Talk Like a River”  by Jordan Scott, a poet and children's author who stutters, and “Zoya the Stuttering Star”  by Sathvega Somasundaram, a high school student who stutters, depict stuttering in a positive, empowering light.  Watching videos of kids and adults who stutter can also help normalize the experience and promote understanding and inclusion. For example, the inclusive YouTube series  “Special Books by Special Kids”  featured Mollie Davis this year, who is currently studying to become a lawyer and openly stutters. Keep the Conversation Open Let your child know it’s okay to keep asking questions and to talk about stuttering whenever they want: “It’s okay if you don't know the exact words or actions to take when someone stutters. What truly matters is listening to their message and showing them kindness and respect.” Why These Conversations Matter When we talk openly about stuttering, we show kids that everyone’s voice matters - no matter how it sounds. We teach them that respect and empathy are more important than fluency. And we create communities where people who stutter can feel accepted, supported, and heard. Whether your child stutters or is learning how to support a friend or family member who does, these conversations help shape a more inclusive, understanding world. Want to Learn More? Visit the National Stuttering Association’s resources for families and educators at WeStutter.org .

The National Stuttering Association offers free stuttering printables and brochures  to support education, self-advocacy, and awareness for people who stutter and those who support them. These downloadable resources are used by: People who stutter Parents and caregivers Educators and schools Speech-language pathologists Employers and professionals Community advocates All materials use NSA-approved language , reflect evidence-based understanding of stuttering, and are designed to be shared respectfully in real-world settings. Download Free Stuttering Printables & Brochures All resources below are free to download and share. They may be printed, emailed, or distributed digitally for educational and advocacy purposes. Stuttering Disclosure ID Card Navigating fast-paced or high-pressure situations—such as traffic stops, airport security, medical appointments, or workplace interactions—can be especially challenging for people who stutter. A simple tool for self-advocacy The Stuttering Disclosure ID Card  provides a clear, respectful way to communicate that you stutter when verbal explanations may feel difficult or unnecessary. It allows you to share information on your own terms , without pressure or expectation. This card may be helpful in: Public or high-stress situations Medical or emergency settings Workplace or everyday interactions Downloads Spanish Version Available General Information About Stuttering These educational brochures provide clear, accessible information about stuttering for the general public, employers, allies, and listeners. They are commonly used in schools, workplaces, healthcare settings, and community education efforts. Available Downloads What Employers Should Know Information for Allies Stuttering: So Much Can Be Done Notes to Listeners Navigating Insurance Stuttering vs. Cluttering Stuttering vs. Tourettes Neurogenic vs. Developmental Stuttering Information for Families These resources are designed to support parents, caregivers, and families of children who stutter. They provide guidance rooted in understanding, respect, and long-term communication confidence. Available Downloads Helping Children Who Stutter Helping Parents of Children Who Stutter Classroom Presentation Accommodation Scripts For Students These templates help students communicate their needs clearly and confidently in educational settings. Middle & High School Students A template for requesting simple classroom accommodations and starting supportive conversations with teachers. College Students An email template to help college students request accommodations in a clear, respectful, and professional way. Information for Professionals These resources support educators, healthcare providers, employers, and allied professionals in understanding stuttering and creating inclusive, supportive environments. Available Downloads Answers for Educators Answers for Educators (Spanish) SLP Resources: Helping Children Who Stutter Stuttering and Fluency Assessment for Teachers Stuttering: What Employers Should Know Pediatricians and Family Physicians Medical Professionals as Allies Stuttering and the Military Workplace Advocacy & Communication Tools These templates support workplace self-advocacy, follow-up communication, and confidence building for people who stutter. Available Downloads Request Flexible Accommodations at Work (Email Scripts) Interview Follow-Up Email Scripts Stuttering Advocacy Bingo Board for the Workplace Using These Stuttering Resources These printables are frequently used for: School meetings and IEP discussions Workplace education and DEI initiatives Chapter meetings and outreach events Conferences, health fairs, and awareness campaigns For larger distributions or community events, we recommend pairing these materials with local NSA chapter support . Looking for More Support? These printables are just one part of what the NSA offers. You may also find these helpful: Resources for People Who Stutter Support for Parents & Families Education for Teachers and Schools Advocacy & Workplace Resources About the National Stuttering Association The National Stuttering Association is the largest self-help organization for people who stutter and their families. We provide education, community, and advocacy to support people who stutter at every stage of life. If you’ve found these free stuttering printables and brochures helpful, consider supporting our work so these resources remain accessible to everyone. Important Use Note These materials may be printed, emailed, or shared digitally. Please do not alter content or remove National Stuttering Association attribution. Why This Page Matters Accurate information about stuttering reduces stigma, supports inclusion, and helps people communicate with confidence. These free stuttering printables and brochures are one of the many ways the NSA works to ensure that no one who stutters ever has to navigate alone .

Comedian. America’s Got Talent  finalist . Advocate. Drew Lynch has worn many hats, but the constant in everything he does is leading with vulnerability.  Known for his comedy and conversations about living with a stutter, Drew has become one of the most visible stuttering role models in today’s mainstream media. His work opens doors for deeper understanding around stuttering and what it means to truly be heard. Drew proves that stuttering and confidence can coexist, that public speaking with a stutter is actually possible, and that embracing your stutter doesn’t mean limiting your ambition.  The National Stuttering Association (NSA) had the opportunity to talk to Drew through his PR team. In this blog post, he reflects on how developing a neurogenic stutter reshaped not only his career but also the way he expresses who he is. “ Stuttering changed me for the better because it taught me to have compassion while listening ,” Drew said. “ Some people might take a little more time to communicate their thoughts, but that doesn't make it any less valid. It took me experiencing mistreatment in that regard first hand to have grace for both the person struggling to speak, and the person struggling to listen—because I've been both. ” How Drew Lynch Turned Stuttering Into Awareness and Advocacy Drew developed his stutter as a young adult after a softball hit him in the throat, which resulted in paralyzed vocal cords, a traumatic brain injury, and a concussion. He was then diagnosed with a neurogenic stutter . This was a life-altering shift that required him to communicate in an entirely different way. But rather than closing him off, it expanded his awareness of how quickly people judge communication.  That compassion carries directly into his comedy. His stand-up makes room for pauses and moments that don’t follow a script perfectly. In doing so, he challenges audiences to rethink what “good communication” actually looks like—and who gets to define it. “ The biggest misconception in my experience with stuttering as a comedian is that I'm terrified to stutter ,” he said. “ I try to surrender to the idea that I'm never fully in control, which takes some pressure off of ‘expectation’… I'm okay with you seeing me at my best and I'm okay with you seeing me be vulnerable, because when I'm vulnerable is when I'm at my best. ” Stuttering and Stand-Up Comedy: Letting Go of Control on Stage For many comedians who stutter, perfect timing can feel like both a tool and  a threat. Drew’s approach flips that tension on its head. Instead of fighting for control, he allows unpredictability to exist on stage. That surrender, he says, removes pressure—and often leads to a deeper connection with his audience. That connection helps explain why Drew’s work resonates far beyond the stuttering community. His fan base includes many people who don’t stutter, yet those people still see themselves reflected in his fear, self-doubt, and desire to be understood.  “ I care about people, regardless of whether they know who I am ,” Drew said. “ I'm not better than anyone. I don't have all the answers. Every day I struggle—maybe just like you do—to be myself because I'm scared I might fail. ” When Stuttering Moments Matter More Than the Joke Some of Drew’s most meaningful moments on stage weren’t planned at all. During stretches when his fluency was far less consistent, audiences responded not with discomfort, but patience. They waited and stayed present.  Those moments reinforced something many people who stutter rarely experience in public spaces: a sense of safety. The freedom to take time to talk at your own pace without fear of being dismissed. Representation of communication differences and disabilities in media is about modeling how audiences can respond. “ It made the imperfect moments that much more human, and it made the fun ones that much more victorious ,” he said. “ It was nice to feel like if I took a moment to fall, I still had a net. ” In an emotional video of Drew becoming frustrated with his stutter , he pulled back the curtain on the emotional and physical toll of living with a stutter. For many people who stutter, that honesty made sense. It thrust into the spotlight the exhaustion and the grief of being a person who stutters. “ I was lucky my wife understood what the moment needed ,” he said, referring to the video. “ She sees so much more behind closed doors that cannot be explained. She sees the days where I can't get out of bed because I already lost. She sees what happens when I shut down. She sees the physical exhaustion as a result from the mental fight. My team encouraged me to post that video because the world might not fully understand what even happens in the life of a stutterer, or the volatility that comes with losing progress you thought was behind you. ” Stuttering Is More Than What You Hear As a fierce stuttering advocate, Drew makes it clear that stuttering is only one part of who he is. When his stutter shows up, he said he worries that people focus more on how he’s communicating than on what he’s actually saying—an experience many people who stutter know all too well. But letting go of that pressure requires a shift. Drew learned that other people’s interpretations were never something he could control, and once he accepted that, stuttering lost some of its power over him. “ We're just trying to communicate that we're so much more than that ,” he said. “ And that's why the power stuttering had over me could only be relinquished when I accepted that their perception is out of my control. And therefore not my responsibility. ” Comedy as Advocacy: Creating Space for Different Communication Styles Looking ahead, Drew hopes his visibility continues to create space for different communication styles, patience, and understanding that not everyone operates the same exact way. He believes progress starts when we accept what we don’t yet understand, and allow room for people to show up as they are. “ Give people the space to be who they are. Don't fault them for when they can't operate the same way. Everyone is just doing their best. ” When asked if he had anything to say directly to the stuttering community, Drew says this: “ I see you. I hear you. I am with you. ” Watch Drew Lynch’s Stand-Up Drew’s stand-up continues to reflect his lived experience with stuttering, vulnerability, and humor. Watching his performances offers a powerful reminder that effective communication comes in many forms — and that laughter can open doors to understanding. Explore Drew Lynch’s full video collection To learn more about stuttering, visit WeStutter.org .

For families of children who stutter, having support can be a game-changer. The National Stuttering Association (NSA) provides a vibrant community, life-changing programs, and a deep well of encouragement for those who stutter. Whether you’re a parent, guardian, sibling, or another important figure in a child’s life, the NSA stands ready to help you foster confidence, connection, and understanding in your child who stutters. Why a Supportive Home Environment Matters Support at home is critical. A nurturing environment can profoundly impact a child’s communication skills and self-esteem. Families armed with the right tools and a supportive network are better equipped to encourage self-expression without fear or pressure. They learn to respond thoughtfully to moments of stuttering and help their child embrace self-acceptance. Remember, fluent speech isn’t the only way to have a strong voice in the world. Embracing Self-Acceptance Teaching a child to accept their stutter is pivotal. When families create a safe space for self-expression, children feel more comfortable. They learn that communicating their thoughts is more important than speaking flawlessly. This acceptance not only boosts confidence but also encourages honest conversations about their feelings and experiences. Tackling Anxiety and Misconceptions Head-On Parenting a child who stutters often comes with a suitcase full of questions and concerns. The NSA steps in to separate myths from facts. They help families understand that stuttering is a natural way of communicating and not something that needs fixing. With this knowledge, families can move past anxiety and create a path forward grounded in confidence and resilience. Building Knowledge and Awareness Knowledge empowers parents. By educating themselves about stuttering, they can secure a better future for their children. Understanding that many famous people have stuttered—including actors, politicians, and musicians—can inspire both parents and children. They learn that stuttering does not limit one’s potential. The Power of Community: Connecting with Other Families The journey is easier (and a lot less lonely) when families connect with others walking a similar path. Through the NSA, families can share stories, lean on seasoned mentors, and build lasting friendships. Connection is vital for emotional well-being, and sharing experiences creates a support system that thrives. Sharing Stories for Healing When families gather and share their stories, healing occurs. Understanding that others face similar challenges helps parents feel less isolated. Listening to different perspectives broadens their outlook and gives them valuable insights into navigating the ups and downs of life with stuttering. Programs That Make a Difference The NSA offers several ways for families to dive into community and support. NSA Chapters, available both in-person and virtually, serve as welcoming spaces where those who stutter and their families can share experiences and find encouragement. These groups are led by trained Chapter Leaders who truly understand the journey. Parents can also gain practical tips for supporting their children at school, in social situations, and at home. Empowering Families through Programs Programs designed for each family member ensure everyone is included. Parents can learn new skills to help their children thrive, while kids interact with peers who understand and share their experiences. The growth and interactions foster resilience and a sense of belonging. The Annual NSA Conference: A Life-Changing Experience The Annual NSA Conference is another transformative experience. Families gather for days filled with workshops, social events, and heartfelt moments that linger long after the conference ends. Parents gain insights from fellow parents, caregivers, speech-language pathologists (SLPs), and adults who stutter. Kids and teens enjoy their own empowering programming tailored to their age group. Even siblings and extended family members participate in sessions that help them understand and support the stuttering journey. Creating Lasting Connections The bonds formed during the conference can last a lifetime. Families leave with new friends and essential resources to continue their journey together. These connections are pivotal for ongoing support and advocacy. Local Events: Big Impact, Close to Home Local one-day NSA events are another excellent way to dip your toes into the community pool. Hosted across the country, these events offer kids, teens, and their families a chance to engage with others who share similar experiences without needing to book a week off work. Attending local events can be the first step toward building a strong support network. Virtual Support for Parents & Caregivers For families who prefer to gather in the comfort of their living rooms, the NSA’s Parents & Caregivers Virtual Chapter meets monthly online. Co-led by a parent of a person who stutters and an SLP, this group provides a safe and welcoming space for individuals to share their experiences. Members can seek advice and connect with others on a similar journey. Additionally, the NSA Connects webinar series offers free expert sessions on school accommodations, IEPs, and building resilience, providing a valuable resource for parents of children who stutter. Check out the NSA Parents and Caregivers Virtual Chapter Refer to the NSA events listing for more virtual options, including our NSA Connects sessions, as well as in-person events near you. School Advocacy: Helping Families and Children Speak Up When it comes to navigating school life, the NSA supports parents and guardians. With educational resources and advocacy guides, families learn how to collaborate with teachers and administrators to create inclusive environments and secure the right support plans. Advocacy is about empowering children to find their own voice—one that’s heard, respected, and celebrated. Frequently Asked Questions About NSA’s Family Programs Q: How can I find an NSA Family Chapter near me? A: Use the NSA Chapter Locator and filter for Family Chapters to find a local or virtual group that fits your schedule and needs. Q: Are NSA programs only for children who stutter, or can the whole family participate? A: NSA programs are designed for the entire family. Parents, siblings, and caregivers are encouraged to participate in support groups, conferences, and events. Q: How much do NSA programs cost? A: Many NSA programs, including support groups and NSA Connects webinars, are free. The annual conference and specialized events may have registration fees, but financial assistance is available. Q: Can my child attend an NSA support group even if they are shy? A: Absolutely! NSA groups create a safe and encouraging environment. Participation is always voluntary, allowing children to take their time getting comfortable before speaking. Q: How can I help my child advocate for themselves at school? A: NSA provides educational materials and advocacy guidance to help children develop self-advocacy skills. Parents can also work with school staff to implement accommodations that support their child’s communication needs. How to Get Involved with the NSA 1. Join an NSA Family Chapter Find a local or virtual chapter through the NSA Chapter Locator and filter by Family Chapters. 2. Attend an NSA Event Whether it’s an annual conference, 1-Day Conference, or local meetup, attending events is a great way to connect with other families. Read about our events on the NSA website! 3. Access NSA’s Online Resources Visit WeStutter.org for webinars, advocacy tools, and educational materials designed to support families and individuals affected by stuttering. 4. Spread Awareness Help reduce stigma and increase understanding by sharing NSA’s mission and resources within your community and schools. Building a Future Where Every Voice Matters The journey of raising a child who stutters can be rich with growth, joy, and connection. The NSA stands ready to walk with families every step of the way, offering tools, community, and hope needed to ensure that every child who stutters knows their voice is valuable. If you seek guidance, community, or a place where you and your child are already enough, the NSA is waiting with open arms. Join a Family Chapter, hop on a Virtual Chapter call, attend a webinar, or explore the resources at WeStutter.org .

Written in collaboration with Wendy Dietz, M.S., CCC-SLP If your child stutters, finding the right speech therapist can feel overwhelming. There are various treatment approaches, ranging from affirming and evidence-based to misinformed and flat-out harmful. Clinicians come with a variety of backgrounds and experience levels. What matters most is that your child feels heard, safe, and supported—and that the clinician you choose aligns with your child’s needs and your family’s values. This guide walks you through what to look for, what to ask, and three common therapy options to help you make the most informed decision for your child. Why Specialized Experience Matters in Speech Therapy Not all speech-language pathologists (SLPs) have in-depth experience with stuttering. Stuttering is a neurophysiological difference with a genetic predisposition that requires an individualized, evidence-based approach. A generalist SLP may have an excellent understanding of speech sound and language disorders, but may not have the specific tools or mindset needed to support your child effectively. In fact, some SLPs are significantly less comfortable discussing a diagnosis of stuttering than other communication disorders .  For meaningful therapy outcomes, it’s important to connect with an affirming SLP who has experience in stuttering. To help identify which SLPs fit this criteria, start by asking: “What experience do you have working with children who stutter?” “What is your approach to stuttering therapy?” “How will you measure my child’s progress?” (Please note that frequency of stuttering is not  a meaningful measure of progress as stuttering frequency can vary significantly based on a variety of factors.) “How do you address underlying emotions and attitudes related to stuttering?” “Do you believe people who stutter can be good communicators? If so, how?” (Please note that “good communication” should not  require or include fluency). A therapist who is a good fit will welcome these questions and be transparent about their background. Understand the Different Types of Stuttering Therapy There are several research-backed approaches to stuttering therapy. Each has its own goals, techniques, and ideal age range. Understanding these can help you choose a therapist who aligns with your child’s personality and stage of development. RESTART-DCM (Demands and Capacities Model) Best suited for preschoolers, RESTART-DCM is a two-phase approach that focuses on reducing environmental and internal demands on the child’s communication.  Traditionally, the goal of this approach has been to reduce stuttering frequency indirectly. Therefore, it is advised that parents be skeptical of this approach when looking for an affirming stuttering therapist. However, a modified version of this approach could be considered to help children express themselves with the greatest possible mental and emotional ease, regardless of whether they stutter.  The goal of Phase 1 is to create a relaxed, supportive environment that allows natural communication to emerge. It is recommended that Phase 2 of this approach (which traditionally focuses on strategies to reduce stuttering) be modified to emphasize developing a calm, relaxed attitude towards speaking/stuttering, without the intention of reducing stuttering. Ask: “Do you offer parent training to support the RESTART approach at home?” “How do you tailor this model to my child’s daily life?” “How do you modify this approach to support and affirm my child’s natural way of speaking (stuttering)?” “How will you ensure that your therapy does not directly or indirectly send the message that fluent speech is superior to stuttered speech?” CARE Model Developed from over 20 years of ongoing research at the Blank Center for Stuttering Education and Research, this approach is highly effective in improving quality of life outcomes for individuals who stutter.  Designed for children, teens, and adults, the CARE Model is an education- and empowerment-based approach that focuses on reducing the burden  of stuttering rather than eliminating stuttering itself. It emphasizes four pillars, communication, advocacy, resiliency, and education, to help individuals who stutter speak confidently and effectively in real-life situations.  Therapy involves participation in experiential activities, group interaction, and skill-building to support long-term communication effectiveness and self-advocacy.  Ask:  “Are you formally trained in the Blank Center’s CARE Model?”  “How do you measure or define effective communication?” Cognitive Behavioral Therapy (CBT) CBT is often used with older children and teens who experience anxiety or negative thoughts about stuttering. It helps them reframe unhelpful thinking patterns and reduce fear in communication situations. Ask: “How do you integrate CBT into speech therapy?” “Is your therapy focused only on fluency, or also on building confidence?” “What is more important: fluency or communication confidence?” “How do you involve parents in the therapy process?” “How do you stay involved with the stuttering community?” The goal is not “smoother speech,” but a happier, more confident child who can participate freely in a variety of communication contexts, regardless of the presence or absence of stuttering. Look for a Connection Credentials are important, but your child should feel comfortable with their therapist. Therapy is most effective when it happens in a space of trust and respect. You can ask: “Can we do a trial session to see how my child responds?” “How do you build rapport with children, especially those who may feel shy or frustrated?” Pay attention to how your child reacts. If they leave a session feeling encouraged, hopeful, or even just more relaxed, you are likely on the right path. Consider a Holistic Approach The best therapy includes emotional support, peer connection, and real-world communication tools. Ask whether the therapist: Incorporates talking about emotions and self-esteem Encourages your child to advocate for themselves at school or socially Supports participation in stuttering community programs, like NSA Chapters Therapists who see your child as a whole person—not just a speech pattern—will help them thrive both inside and outside the therapy room. Know When to Reassess It is okay to change therapists if something is not working. Stuttering therapy is often long-term, and the therapeutic relationship should feel right for both you and your child. If progress feels stalled or your child is dreading sessions, it may be time to revisit your options. You are your child’s advocate. Trust your instincts. Choosing a speech therapist for a child who stutters is about finding a partner in your child’s journey. The right SLP will offer tools, encouragement, and perspective that help your child grow as a communicator and a person. An SLP who is well-versed in stuttering should help your child understand over time that the way they speak is natural and valid, regardless of the presence or absence of disfluencies. The National Stuttering Association  (NSA) offers a nationwide directory of professionals , plus family support and education to guide you every step of the way. Find a Speech Therapist and Explore Resources Visit WeStutter.org/parents  to explore family resources and access the NSA’s network of stuttering-informed professionals. Additionally, consider checking out the Spero Stuttering’s Ally of Stuttering®   directory for clinicians committed to ongoing training in the area of stuttering .

As too many of us may have experienced, stuttering is often misunderstood in professional environments. Enough people, especially those who parade their suits around the office and earn considerable salaries, assume that smooth, fast, and uninterrupted speech is the golden standard for communication; anything that wavers from this norm must be a sign of uncertainty, nervousness, or lack of competence. Even some people in settings that are less high-stakes may base their understanding of stuttering on the various myths that degrade the true experiences of People Who Stutter. Analogies can nurture healthy workplace mindsets by giving colleagues or employers a new way to understand what stuttering  actually  is and isn’t, without the long-winded scientific vocabulary or context. Unless our coworkers are willing to study the neurological research associated with stuttering and spend time reading about the diverse experiences we endure, the relatability of stuttering may be challenging. It is our responsibility as PWS to spread awareness and educate the public using simple words that encourage connection-making. Advocacy in the professional setting can look quite casual. Children who stutter may discover age-appropriate books that already offer analogies to help them understand their bodies’ unique way of speaking. A popular children’s book circulating the shelves of libraries is “ I Talk Like A River ,” (2020) written by Jordan Scott and illustrated by Sydney Smith. This story’s character reflects Scott’s childhood experience. The boy listens to the river, noting how it’s “bubbling, whirling, churning, and crashing.” Whether you believe your stutter to be similar to the textured terrain of a river or like the speech bubble that is colored with chalky, white swirls on the cover of “ When Oliver Speaks ” by Kimberly Garvin and Saadiq Wicks (2017), analogies cause you to know your stutter in simple, imagery-provoking words. A common exercise to “ponder” and “visualize” your stutter is to paint a canvas using the colors representative of the feelings that arise from a block or repeated sound. It may be rare that adults are assigned this task, but if you take the time to reflect, this practice may be just as insightful for adults navigating various relationships, important responsibilities, and the bustling workplace. Stuttering Analogies Here are several analogy-based perspectives that help reframe stuttering as a natural variation to communication rather than a problem to fix. While reading, brainstorm which one best suits you and your stutter! The point of creating an analogy is to convey an individualized/personalized experience: Stuttering Is Like Waiting For An Elevator You press the button, and sometimes the elevator arrives instantly. Other times, there is a pause on another floor before coming to you. Either way, you trust that it will show up – just like a stuck word or sentence. Stuttering Is Like A GPS Recalculating A GPS may briefly pause while recalculating, but the route still works. Stuttering moments can feel like the brain choosing the next “path” for the word.  Stuttering Is Like A Musical Rest In sheet music, a rest isn’t a mistake. The rest is intentional space that shapes the flow and rhythm of the piece being played. A silence doesn’t diminish the message.  Stuttering Is Like Snow Falling Some snowflurries drift in perfectly, others land in little clusters. Overall, the pattern is natural and beautiful. Not all moments of speech look the same. Stuttering Is Like A Loyal Old Car It may take an extra moment to start, but once it’s going, it’s steady and reliable. A slow start doesn’t define the entire ride. Stuttering often appears most at the beginning of words or conversations. Stuttering Is Like A Plant Growing Some plants bloom quickly while others bloom slowly. Communication unfolds at individual speeds; growth and contribution aren’t diminished by timing differences. Stuttering Is Like A Puzzle Piece Once that puzzle piece that needs an extra second to click into place fits snug between the others, the picture is complete. Speech may need an extra beat. No one throws away a puzzle because one piece was a little more challenging than the rest. Stuttering Is Like A Flickering Candle The candle’s flame may hesitate, but it doesn’t go out. External pressure – not internal weakness – creates the tiny flicker.  Stuttering Is Like A Turnstile You pause, push, and continue. Pauses are part of the mechanism. Stuttering Is Like Raindrops On A Window The raindrops might pause, merge, or reroute. Then, the raindrops continue on their paths. Stuttering has a natural unpredictability.  Stuttering in the workplace isn’t a barrier to communication. It’s simply one of the many different approaches to speaking. By using analogies to explain the experience, we foster room for colleagues to understand stuttering with more accuracy. Not to mention empathy and equanimity. In the end, better understanding leads to enhanced collaboration, stronger teams, and a culture where everyone is heard. We should allow Scott’s character to positively shape our mindsets. The boy proudly exclaims, “This is how my mouth moves. This is how I speak.” Citations Garven, K. & Wicks, S. (2017). When Oliver speaks. Indigo River Publishing. Scott, J. (2020). I talk like a river. Neal Porter Books.

For decades, parents of young children who stutter have been given familiar but unhelpful tips: slow down your speech, pause more, ask fewer questions, and simplify what you say. These suggestions appear everywhere—from clinic handouts to online forums—and are usually offered with the best intentions.  But do they actually  make a difference? Nan Bernstein Ratner Nan Bernstein Ratner, distinguished researcher and recipient of the National Stuttering Association’s (NSA) 2022 CASE Research Grant , set out to examine just that. Her project asked a simple yet critical question: Do commonly recommended strategies for parents influence whether a child’s stuttering resolves or persists?  “ Our findings did not support any of these recommendations,” Dr. Bernstein Ratner said. “Parental speech rate, turn-taking, questioning and language sophistication did not differ between parent-child interactions with children who stutter/didn’t stutter, or those who did/did not recover.” Revisiting Data from Families  Dr. Bernstein Ratner’s team analyzed archival recordings from a large federally funded study of 80 families, tracking parent-child interactions over three years. The children included those who stuttered and recovered, those whose stuttering persisted, and children who never stuttered. Every interaction was transcribed and made available through FluencyBank , an open-access research database. Using computer-assisted analysis, Dr. Bernstein Ratner’s team examined key aspects of parent speech: rate, turn-taking, number of questions, and language complexity. The goal was to see whether these factors influenced stuttering outcomes.  “We were able to examine typical components of advice to parents of children who stutter… and determine whether any of these variables appeared to play a role in distinguishing among groups of children, or predicting which children recovered from stuttering, and which did not,” Dr. Bernstein Ratner said. Surprising Insights: What the Research Revealed The results challenged decades of conventional wisdom. None of the commonly recommended changes—speaking more slowly, pausing more, reducing questions, simplifying language—distinguished between children who recovered, persisted, or never stuttered. Parents naturally interacted with their kids in very similar ways across all groups. “This was surprising,” Dr. Bernstein Ratner said, “in light of the long-standing nature of recommendations to parents of children who stutter, dating back many decades.” She notes that even what seem to be simple and benign recommendations can unintentionally create guilt or frustration if they don’t appear to change a child’s stuttering. Why This Changes How We Think About Early Intervention The findings point to a bigger question: are we focusing too much on reducing stuttering itself, rather than supporting children and families in meaningful ways? “If interventions solely aimed at symptoms do NOT substantially change persistence outcomes, we will need to substantially change the focus of our early work with families,” Dr. Bernstein Ratner explained. “Such work would better address managing the impacts of stuttering, rather than the stuttering itself.” Other developmental conditions—like seizure disorders, allergies, tics, and late talking—prioritize management and quality of life over “cure.” Stuttering research may need a similar approach, emphasizing connection, confidence, and coping skills rather than just fluency. Sparking New Research and Conversations in the Field Dr. Bernstein Ratner’s work is already influencing the field. Findings have been published in leading journals, presented at international conferences, and shared with professional communities and families.  “Our results suggest the urgent need for prospective research to validate recommendations that are made to parents of children who stutter,” Dr. Bernstein Ratner said.  The team continues to explore later years of the dataset and is preparing proposals for new federally funded research. Their next big question: Do early interventions aimed only at reducing stuttering frequency meaningfully change long-term outcomes? What Families and Professionals Can Take Away This research reassures families that everyday parenting behaviors are not responsible for a child’s stuttering.  “Even what seem to be simple and benign recommendations… can have undesirable consequences (guilt, frustration) if they do not appear to change a child’s stuttering profile,” Dr. Bernstein Ratner says.  More importantly, it encourages a shift toward interventions and support strategies that focus on well-being, communication confidence, and quality of life—goals that matter far beyond fluency. Hear directly from Dr. Bernstein Ratner in her interview with us at this year’s American Speech and Hearing Association (ASHA) Conference

Contributor: Sarah Onofri, elementary school teacher and PWS Stuttering is a natural part of communication diversity — but without understanding and acceptance, students who stutter may experience isolation, bullying, or shame. Starting a new spring semester is a chance to reset the classroom atmosphere and bring a fresh outlook to how students connect and communicate. As educators, we have a powerful opportunity to make sure all students feel welcome in our classrooms. Creating a stutter-affirming, inclusive classroom helps students feel seen, heard, and valued. These three simple activities are designed to spark empathy, reduce stigma, and normalize the many ways people express themselves. Whether you're planning for National Stuttering Acceptance Week, Disability Awareness Month, or everyday learning, these lessons can have a lasting impact on all students. 1. Stutter-Affirming Read-Aloud Objective Help students understand that people communicate and experience the world in different ways, while learning how to be respectful, empathetic listeners and friends through storytelling. Instructions Choose a read-aloud that celebrates how people are unique and express themselves in different ways. As you read, pause to explore questions such as: What might the characters be feeling? How do they show their thoughts or emotions? Invite students to share their ideas and make connections, celebrating the many ways we are all different, express ourselves, and belong. Recommended Books: I Talk Like a River  by Jordan Scott This is a poetic journey through the emotional experience of stuttering, where a boy who stutters learns to embrace his speech with the help of his father and a connection to nature. Just Ask!: Be Different, Be Brave, Be You  by Sonia Sotomayor Just Ask  is about children with all sorts of different needs and abilities, and encourages us that when we come across someone who is different from us but we're not sure why, all we have to do is Just Ask . A Day With No Words  by Tiffany Hammond This is a story written from the perspective of a child with autism to explore the different ways in which we communicate. In addition to verbal speech, we can use tablets and letter boards, facial expressions, hand gestures, and written words. It’s Okay to Be Different  by Todd Parr This is a fun, colorful and affirming book that celebrates every kind of difference, from silly, like it’s okay to eat macaroni and cheese in the bathtub, to more serious, such as it’s okay to be a different color, or have no hair. Sample Discussion Questions: What are some of the different ways people in the story express themselves? How do you think the character feels when they are communicating or trying to share their thoughts? What should we do when someone communicates or speaks differently than we do? How can we help others feel more comfortable when they communicate? Have you ever felt different or had to find your own way to express yourself? How did that feel? What can this story teach us about being kind, patient, and respectful listeners? Educator Tip Start an “All Kinds of Voices”  read-aloud series that celebrates the many ways people are unique - how they think, feel, express themselves, and experience the world. Each story can offer a window into new perspectives and help students learn to listen with kindness and curiosity. 2. Create a “Ways We Communicate” Poster Wall Objective Help students recognize that communication happens in many ways, both verbal and nonverbal, and that every form of expression is valuable and deserves respect. Instructions Begin with a short discussion about how we share ideas, feelings, and needs. Encourage students to think beyond words—exploring expressions, movements, technology, art, or sound. Have each student choose or invent a form of communication. Examples might include talking, sign language, writing, drawing, gestures, facial expressions, AAC (augmentative and alternative communication) devices, music, or even emojis. Ask them to create a mini-poster or drawing that shows their chosen communication method in action. They can include a few words or phrases to explain how it helps people connect. Display everyone’s work together as a class collage or bulletin board titled “All Voices Welcome Here,” “Different Ways, Same Goal: Communication,” or even “How We Speak Without Words.” Celebrate by taking a gallery walk where students can admire each other’s ideas and share what they learned. Reflection Prompts: What would it feel like to communicate in a way that’s different from how you usually speak or share ideas? How can we make sure everyone feels included and understood, no matter how they communicate? What can you learn from the different ways that people express themselves? Educator Tip Use this activity to introduce or reinforce key Social Emotional Learning (SEL) words like respect, empathy, belonging, and identity. Encourage students to connect these words to real experiences, such as how it feels when someone listens carefully, how we can include classmates who communicate differently, and how everyone’s unique voice matters. You can even create a classroom word wall with these terms, adding student examples as you go. 3. Watch & Reflect: Voices That Inspire Objective Expose students to real stories of people who stutter, helping them build empathy, challenge stereotypes, and understand the diverse experiences of communication. Instructions Show a short video of a child, teen, or adult who stutters sharing their story or experiences. After watching, invite students to reflect through writing, talking, or drawing. Encourage students to connect the video to their own experiences and to the ideas of kindness, respect, and celebrating everyone’s unique voice. Suggested Videos: Hi, I’m Ava, and this is my voice! When Ava answers the prompt, “This is what stuttering looks like for me,” she’s helping change the story around stuttering for all of us. Take a listen as she explains her experience as a child who stutters! Sisters Who Stutter Share Their Stories of Courage Sisters who Stutter is a teen organization that hosts monthly Zoom meetings for girls who stutter to come together and connect through their shared experiences. Listen to their stories! Tyler Gordon - What is it Like to Stutter? Tyler Gordon is a 14-year-old artist prodigy whose work has been featured on the cover of Time Magazine! Tyler teamed up with our own NSA Teens to share what they wish other people knew about stuttering.  Check out the NSA YouTube Channel for more impactful videos! Looking for more videos to learn about stuttering, while educating your students? Visit our YouTube page for more videos from people who stutter in our community.  Sample Reflection Questions: What did you learn about stuttering from this video? What surprised you about the speaker’s story? What qualities did the speaker show besides their stutter? How do you think it felt for the speaker to share their story with others? What can we do to support and include people who communicate differently in our classroom or community? Extension Invite students to create their own “My Voice” video journals, drawings, or other creative projects to show what makes their way of communicating unique. They can share stories, ideas, gestures, drawings, or even sounds that express who they are. Encourage them to celebrate their individual style and, if they’re comfortable, share their creations with the class to highlight the many ways we all communicate. More Tools to Build a More Welcoming Classroom Looking for more stutter-affirming books and educator resources? We've got you covered. Visit WeStutter.org/teacher-educators . Promoting inclusion doesn't require a perfect plan. It starts with listening, learning, and taking small, meaningful steps. These three activities are a great place to begin.

Feelings and Emotions Charades is a fun and interactive game designed to help kids explore, express, and identify different emotions through non-verbal communication. This activity not only enhances emotional expression but also builds empathy and improves communication skills in a playful, engaging way. Objective: To encourage kids to express and identify different emotions or situations by acting them out, helping them practice communication skills and emotional awareness in a fun and interactive setting. How to Play: Materials Needed: A list of emotions or situations written on slips of paper (e.g., happiness, sadness, excitement, surprise, frustration, fear, etc.). A container to hold the slips of paper. Setup: Divide the Group:  Split the kids into teams or have them play individually, depending on the group size. Draw and Act:  Each round, one child will draw a slip of paper from the container and act out the emotion or situation written on it without using words. Guess the Emotion:  The other players will try to guess the emotion or situation being portrayed. Acting Out Emotions/Situations: The child acting out the emotion will have a few seconds to think about how to express it using facial expressions, body language, and gestures. For example, if the slip says "excited," the child might jump up and down, clap their hands, and smile widely. Guessing: The other players or team members watch the performance and try to guess the emotion or situation. Points can be awarded to the team that guesses correctly first, or the first individual to guess correctly. Time Challenge (Optional): Set a timer for each round to add excitement. The actor must convey the emotion or situation before time runs out. Switching Roles: After each round, switch the actor so every child gets a chance to act out an emotion or situation. Benefits: Emotional Expression:  Encourages kids to explore and express different emotions through non-verbal communication. Communication Skills:  Helps kids understand and convey emotions without using words, enhancing their ability to interpret and express feelings. Empathy Building:  By guessing emotions and situations, kids practice recognizing and understanding the feelings of others. Fun and Engagement:  Keeps kids engaged in a playful, low-pressure environment, making it easier to discuss feelings and emotions. Variations: Advanced Scenarios:  For older kids, include more complex situations, such as "losing a game," "getting a surprise gift," or "meeting a new friend." Emotion Mix-Up:  Have kids act out two emotions at once (e.g., "happy and surprised") to make the game more challenging. Story Charades:  Instead of single emotions, give kids a brief scenario to act out, like "getting ready for school" or "playing at the park," incorporating multiple emotions. Tips for Success: Encourage creativity and imagination while acting out emotions. Maintain a supportive atmosphere, ensuring everyone feels comfortable expressing themselves. After each round, discuss the emotions or situations portrayed to reinforce the learning experience. Conclusion: Feelings and Emotions Charades is a powerful tool for helping kids explore their emotions, build empathy, and develop their communication skills. Whether in classrooms, therapy sessions, or at home, this activity offers both fun and educational value, making it a perfect addition to any group setting.

The start of a new year often gives people a chance to think about how they want to show up at work and in their daily lives. For people who stutter, those reflections can involve finding new ways to advocate, build confidence, or create more supportive workplace environments. Advocacy looks different for everyone. Some actions feel big and outward-facing; others are small, personal steps that still make a meaningful impact. No matter where someone is in their journey—whether they’re exploring what it means to share their stutter or already speaking openly—there’s value in having tools that make these decisions feel more approachable. With that in mind, the WeStutter@Work Committee is excited to introduce the 2026 Stuttering Advocacy Bingo Board. It offers flexible, low-pressure ways to practice advocacy throughout the year and helps people identify actions that fit their comfort level, goals, and workplace environment. This bingo board is designed to ignite ideas, foster confidence, and inspire action as we advocate for individuals who stutter in the workplace. Whether you are still exploring what it means to share your stutter with others, practicing small steps toward disclosure, or openly stuttering with pride, this 2026 bingo board offers something for every point on the spectrum.  Each of the fifteen squares highlights a different way you can show up for yourself, educate others, and help create workplaces that welcome and support individuals who stutter. You are in control of your own four-in-a-row! There are intentionally marked ‘free’ and blank squares. This ‘free’ square automatically helps you toward a bingo. If you saw this bingo online, printed it, or have it posted in your office, this means you are already practicing a proactive mindset toward advocacy! The blank square allows you to brainstorm an idea rooted in advocacy that feels right for you and your environment.  If you need some ideas for the blank space, try thinking about how you can spread awareness about International Stuttering Awareness Day or National Stuttering Awareness Week (e.g., adding these dates to your workplace calendar, sharing flyers about the dates ahead of time). If you are feeling bold, can you print the stuttering awareness flag and hang it in your office? Can you volunteer to participate in the WeStutter@Work Mentorship Program ? Ultimately, it is your choice!  Let this be a place for growth, safe experimentation, and connection. However you choose to engage, you’re contributing to a future where stuttering is not only recognized, but welcomed warmly. Start 2026 by stuttering strongly! 2026 Stuttering Advocacy Bingo Board