Sarah Onofri, Family Programs Coordinator We asked our community on social media what we initially thought was a simple question: “Do you consider stuttering to be a disability?” What we found from all of you was that the question not only wasn’t simple, but it was flawed. As the comments flooded in, we realized we were asking two questions at once: We wanted to know how people who stutter feel about the word disability and whether stuttering feels disabling in their own lives. But the wording made legal recognition sound like a matter of personal opinion. We added a note to the original post: “At the core of this discussion, we know that it’s incredibly important that legally, stuttering is considered a disability within the Americans with Disabilities Act, and we sought to see how people who stutter themselves feel about the term disability in the context of stuttering. We see all of you who are working to eliminate the stigma of the word ‘disability’ and making the world a better place for people who stutter. We hear you - perhaps the question we should be asking is ‘How disabling do you feel your stuttering is?’” Why Calling Stuttering a Disability Matters ‘Disability’ is just a word in the dictionary – and it’s not a dirty word. Many people in the stuttering community have worked hard to reduce the stigma surrounding both stuttering and the disability label. We also recognize the disability rights advocates who came before us and fought for the protections people who stutter may rely on today. That was a common thread in the responses to our post. Parents talked about accommodations that can reduce barriers for their children at school. Adults who stutter shared how important it is to know they may have legal protection from discrimination and access to workplace accommodations when needed. Other people shared that they did not view their stuttering as a disability. They described it as a hindrance, a difference, a communication disorder, a challenge and even a superpower. We want to honor and validate those perspectives, too. “Even if you're personally uncomfortable with [stuttering] being characterized as [a disability], it's important to have the protection against discrimination that the classification affords,” commented Gina Waggott. Legal recognition can matter even when someone does not personally identify as disabled. Does Having a Disability Mean Being Disabled By It? If stuttering is a disability, does that mean all people who stutter are ‘disabled’? No, it doesn’t. There is a difference between having a disability and being disabled by it. Steff Lebsack explained it well, “Stuttering is formally considered a disability in terms of the ability to receive accommodations in the workplace if needed, payment for therapy if needed and services..... but whether the person experiencing it considers it to be ‘disabling’ to their activities of daily living is intrinsic based on one's own lived experiences, thoughts and opinions.” Most people who stutter will agree that stuttering ebbs and flows, so you may not find your stuttering disabling at all right now but perhaps a few years ago, it was incredibly disabling. Stuttering affects our lives in various ways and no two people who stutter are the same. Not only that but as Carl Coffey reminds us, “We’re all in different stages of our journey which may impact how we view our stutter.” A Better Question for the Stuttering Community Let’s return to the question we posed in the first place. We would ask it differently now. “How disabling do you feel your stuttering is?” We might also ask how stuttering affects your life, when it feels most disabling and what support or accommodations help you participate fully. Those questions leave room for the range of experiences within the stuttering community without treating disability rights as a matter of opinion. We all may view stuttering differently, and that is part of the beauty of our community. We can honor those viewpoints while continuing to protect the rights of people who stutter. July is Disability Pride Month, and July 26, 2026, marks the 36th anniversary of the signing of the ADA. The 2026 Disability Pride Month theme, selected by The Arc’s National Council of Self-Advocates, is “The World Works Better With Us.” That is a message we can proudly champion! Additional Information Stuttering can qualify as a disability in legal and educational contexts. Under the Americans with Disabilities Act, a disability is a physical or mental impairment that substantially limits one or more major life activities. Speaking and communicating are specifically named as major life activities. Whether someone’s stuttering meets the ADA definition depends on that person’s circumstances. In education, the Individuals with Disabilities Education Act specifically includes stuttering as an example of a speech or language impairment when it adversely affects a child’s educational performance. Students may also qualify for support under Section 504, depending on their individual circumstances. In the workplace, a person whose stuttering meets the applicable definition of disability may be protected from discrimination and entitled to reasonable accommodations under the ADA. That recognition matters. It can help protect people who stutter from discrimination, provide a path to workplace accommodations, and help students receive appropriate support at school. This article provides general information and is not legal advice. Eligibility for legal protections, services, and accommodations is determined individually under the applicable law or program.

Mia Woltman, WeStutter@WorkCommittee Living with a stutter usually requires flexibility, patience, and determination. No matter what your stutter looks or sounds like on the expansive spectrum, the resources we utilize should reflect and nurture these characteristics. People who stutter might choose to assemble “strategy toolboxes” with exposure therapy, speech-language pathology, assistive technology, workplace accommodations for stuttering, and other forms of job support. Emily Blunt, a famous actress appearing in films like The Devil Wears Prada (2006, 2026), A Quiet Place (2018), and Mary Poppins Returns (2018), draws attention to the care that stuttering needs as a woman who stutters herself: “It is neurological, it’s biological, it’s often hereditary, and it’s not your fault” (Woerner, 2023). Attesting to Blunt’s seriousness and supporting the stuttering community are Vocational Rehabilitation Programs (often referred to as VR). What Is Vocational Rehabilitation? VR is a disability employment service made up of individualized programs that help people with physical, mental, developmental, or emotional disabilities prepare for, obtain, maintain, advance in, or return to work. There is a history to VR, as there is with general disability awareness. In September 1973, the Rehabilitation Act was passed, which expanded federal disability rights. Seven years later, in 1980, the US Department of Education was officially inaugurated as a cabinet-level agency (Williams, 2016). Today, VR falls under the DOE–more specifically managed by the Rehabilitation Services Administration–explaining how VR is state and federally funded. While state programs often house VR under various names, they tend to follow the same procedures. To be considered eligible, a person must have a mental, physical, or developmental impairment that acts as a substantial barrier in the workplace. Typically, if a person already exercises Supplemental Security Income or Social Security Disability Insurance, they will automatically be approved (CareerOneStop, 2026). Once eligibility is established with the necessary documentation, a VR counselor assists the person to develop an Individualized Plan for Employment. Together, both parties identify vocational goals and appropriate supports. How VR Services Support People with Disabilities Examples of how VR programs aid people with disabilities are diverse. Someone with a vision impairment may be provided with screen-reader assistive technology. A construction worker who can no longer lift heavy objects due to injury may be provided with new training covered by VR. A person with arthritis may receive specialized desk tools or voice-to-text software. Those with autism may work with job coaches to complete applications, practice interviews, or polish resumes. For adults who stutter, VR services may include career counseling, speech therapy referrals, job coaching, resume support, mock interviews, assistive technology, and help request workplace accommodations. For someone worried about job interviews with a stutter, VR can provide both practical preparation and an advocate who understands disability employment services. Anabel Augustin’s Experience with Vocational Rehabilitation Anabel Augustin recently used VR in 2019 to job search while coping with the unpredictable navigation of stuttering. Now a Wraparound Youth Case Manager assisting children in multiple areas of life, Anabel shares her successful journey. After graduating from college with Summa Cum Laude honors, Anabel remembered feeling intimidated as she was forced to go from an exceptional student “on paper” to someone imperfect as she tried to verbally pitch her skills to interviewers. In a spring 2026 interview with Mia Woltman from the National Stuttering Association’s WeStutter@Work Committee, Anabel stated something she had asked herself many times during her employment search: “Am I ever going to find a job?” Even after disclosing during interviews, Anabel still seemed to come up short. Taking action and new approaches, she typed “I have a stutter, and I need a job” into the Google search bar, a phrase many people who stutter may recognize when searching for employment support, job interview help, or VR services. From there, Anabel not only witnessed change but lived it. After calling Florida’s VR office, Anabel was given an in-person appointment once she submitted documentation of her disability from a licensed speech-language pathologist. At this appointment, Anabel explained her challenges and was assigned a counselor. After a few weeks, this counselor matched her with a new speech therapist and a job coach. This coach supported Anabel by planning mock interviews, revising her resume, and completing applications for Anabel using previously made connections in several fields. During interviews, Anabel’s coach would even act as another in-person advocate at the table. For Anabel, the VR process lasted approximately three months. When Mia asked Anabel in the interview what advice she would give to someone starting VR: “It is very beneficial in the way they give you practice, and with their connections, they can be a better advocate,” said Anabel. While Anabel grants that the process can be lengthy and slow-moving at times, she does not hesitate to proudly exclaim, “Take a chance.” Could Vocational Rehabilitation Be Part of Your Stuttering Strategy Toolbox? While the perception of stuttering is shifting from a “fix it” to “accept it” mindset, and some who stutter may be hesitant to label their speech as a disability, we must not lose sight of the overarching goals we have for ourselves. How people choose to craft their “strategy toolboxes” is a personal experience that may feel like a trial-and-error undertaking. Perhaps VR is another strategy that may be a fortunate surprise, like it was for Anabel. In addition to flexibility, patience, and determination, it is curiosity that befriended Anabel Augustin at the most imperfectly perfect time. Sometimes, change simply begins with a Google search. References People with disabilities: Vocational rehabilitation. (2026). CareerOneStop. State rehabilitation agencies. (n.d.). Ed.gov. Williams, B. (2016). The Rehabilitation Act of 1973: Independence bound. Administration for Community Living. Woerner, M. (2023) Emily Blunt says living with a stutter is like having an ‘imposter’ in your body ‘who doesn’t pay rent.’ Variety.

Written by Taylor Worsham, BA, Communications Coordinator Nothing or nobody really prepares you for when the Annual Conference is over. I certainly wasn’t. Charlotte 2026 was technically my second Annual Conference, but my first conference where I attended as an attendee and not part of the NSA staff. As I’m writing this, I’m very much deep in the throes of what are called in our community as “post-conference blues,” or also more widely known as a happiness hangover. According to Psychology Today, symptoms of it can include feeling down, low energy, feeling tired, loneliness (even if you are not alone), and/or a loss of purpose. Sound familiar? While I’m still figuring out what to do with myself after such a joyous, momentous occasion, here are a few things I’ve found that have helped me during this time. 1. Rest, rest, rest I know this one may seem like “yeah, no duh,” but the Annual Conference is draining. You’re meeting a bunch of new people, you’re speaking during the Open Mics, you’re probably dehydrated, you’re staying up late talking to people in the lobby then waking up early for the 9 AM workshops, you’re socializing pretty much the entire time, and jet lag is real. You are going to be completely exhausted by the time it’s over. When you get home, give yourself permission to rest. And that may look different from person to person. Whatever gives you rest and recharges your spirit in a productive way, do it. Take time off work, if possible. 2. Let yourself feel Feel all the emotions afterward and feel them fully: sadness, loneliness, anger, mourning, etc. It’s okay to express them, too. If you want to cry, then cry. If you want to go to a rage room and smash things up, then do it. The only way to get through them is by actually going through them, not around them. 3. Seek out connection and fulfillment Your brain is coming down from an insane high from being at the conference. Finding connection and community releases a bunch of feel-good hormones in the brain, including dopamine, serotonin, and oxytocin. Then, all of that is taken away super suddenly. It’s sort of like someone who’s addicted to drugs not getting high for a bit. The withdrawals kick in. They don’t feel good. Frankly, they suck. My advice? Seek out (healthy) connection and fulfillment. This can include spending time with your family and friends, treating yourself to your favorite food or a well-earned break, exercising, meditation, drawing or painting, volunteering, etc. Also, talk to people who also went to the conference! Chances are, they are going through the exact same thing as you right now. 4. Capture the conference magic before it fades I highly recommend this one. Jot down your favorite memories, save/print photos, write down your favorite quotes, record a voice memo, or talk to people you met at the conference that you want to stay in touch with. This can help turn the conference experience into something you can revisit at any time. 5. Do some reflecting A meaningful conference experience can shift the way you see yourself. Take some time to reflect on what this experience brought up for you by asking: “What did I learn about myself?” “What do I want to carry forward?” “What was my biggest takeaway from this experience?” “How can I apply what I learned in workshops to my everyday life?” Doing reflection work can help you get even more out of your experience. The conversations and workshops do not have to stay in the conference rooms. You can carry them into your daily life in ways that feel realistic to you. 7. Make the next step After an intense experience that feels meaningful, it can be tempting to put pressure on yourself to keep the momentum going right away. But instead, choose a next step that’s gentle, ideally related to the NSA. Maybe sign up for a virtual event, attend an NSA Chapter, revisit your notes from a workshop, or something similar. 8. Remember that belonging still exists when you’re apart One of the hardest parts of leaving the conference is going from being surrounded by people who understand stuttering to returning to places where you may be the only one you know who stutters. But the connection you felt does not disappear when everyone goes home. The people you met and the conversations you had still count. That sense of belonging is still within you, even across different cities, time zones, routines, and seasons of life. While the conference may only last a short while, community doesn’t have to be limited to that time frame. You can stay connected through NSA Chapters, virtual events, messages, social media, and the reminder that you are still part of this community, even from home. Keep the community close If you are feeling the post-conference blues, it may be because it gave you something valuable: a place where stuttering was not something to fix or apologize for. And while we can’t bottle up the magic of being together in one hotel or one weekend, we can keep building spaces where people who stutter feel supported and less alone all year long. Stay connected with the NSA by joining our mailing list so you don’t miss updates about upcoming events, community opportunities, and the 2027 Annual Conference in Scottsdale, Arizona. And if this community has meant something to you, consider making a donation to help us continue creating life-changing spaces through NSA Chapters, virtual events, family programming, 1-Day Conferences, and more. Make a difference today at WeStutter.org.

Maddie Nichols, WeStutter@Work I remember asking my husband before we got married if he cared that our future children might stutter. I reminded him that stuttering has a genetic component and that there was a good chance that she could stutter and that it could follow her into adulthood, as it did with me. With care and fervor, he said that he wasn’t concerned in the least. He reminded me that our child would have the support of her family and a mother who could truly say that she understood. He was right. I had the unique opportunity of giving my future children the support that I so desperately needed growing up, and this eased my worries. In 2023, we were blessed with a beautiful baby girl. It was a cold February day, and I was in the kitchen, making dinner. My daughter was watching Blue’s Clues on the couch, shouting at Steve that there was a clue behind him. I remember hearing her little feet sauntering into the kitchen. “Muh-muh-muh-mama, can Iiiiiii, have a snack?” I stopped, frozen. Was that what I thought it was? No….no, it couldn’t be. “Sure, sweet pea. What would you like?” I said, my voice was shaky. “I wwwww-want pretzels.” It had happened a second time, surely not a coincidence. I got her the pretzels. She thanked me and toddled off to the couch. I slunk to the floor and took a couple of deep breaths. It happened. She began speaking like me. I had felt so prepared for it, and yet, I felt completely blindsided. But how could this have happened? I had made it a personal undertaking to model smooth speech in front of her. Was my effort not enough? I felt the weight of every time I had been teased, mocked, and disciplined for dysfluency all at once. I felt the heaviness and the discomfort of every speech therapy appointment. It was my fault that she would have to go through this. My genes had done this. My husband reminded me again that I was in the best position a mother could be in. I could give my daughter what I desperately needed when I was her age. I could support her in ways that only a person who stutters could. Super mom mode kicked in, and my husband and I sent messages out to all of her care providers asking them to give her the time she needed to speak and not to draw attention to her stutter. They just need to listen–really listen. Maybe my daughter will grow out of this stutter. Maybe we are just in a phase. Even if she doesn’t, I’m prepared to fight for my daughter on any front she wants me to fight on. I still feel a sense of guilt from time to time. I still feel the immensity of my childhood sitting on my shoulders. Even with that heaviness, every time she opens her mouth and I hear her beautiful voice, I am reminded to be a parent who listens. I am reminded to continue fighting for a world that listens with intention, not just for her, but for everyone who stutters. Lastly, I am reminded of how strong and stunning and incredible she is inside and out. How lucky am I to give her what I didn’t have? To my world, my daughter: From the moment our eyes met, I’ve been in awe of you. In awe of your courage. In awe of your tenacity. In awe of your strength. The hand we were dealt, it’s not an easy one. Our words we speak don’t have the luxury of flowing freely. But this does not mean that our words are less important, less impactful. You may walk a road that I have traversed before, but you won’t walk alone. Every word you say is worth its weight in gold. I can’t promise you the world will be gentle. Though I believe people to be kind, people will fall short. What I can promise you is this: in this house, your words are important. In this house, we will wait for you. In this house, every word you speak will have our attention. In this house, you will always feel heard. In this house, we will hold space for you. This will always be your refuge. When the world won’t listen, we will. When the world isn’t kind, we will be. Always and forever, we will hang on your every word.

Alex Gordon I grew up in a small town where my class size barely reached the low twenties. Life was simple, but it was also a place where everyone knew your name—and your insecurities. From a young age, sports were my constant companion. I played year-round, finding rhythm, challenge, and joy in competition. Golf quickly became my favorite. On the golf course, it felt like I had control, a place where my mind and body could speak fluently— even if my words didn’t always follow. It was my grandpa who introduced me to the game. He was my #1 supporter, not just on the golf course, but also in life. He never missed a game; he was always ready for a conversation and taught me not just how to play golf, but how to approach life with patience and perseverance. Because of my stutter, I spent much of my childhood hiding behind humor. I tried to be the funny guy, the one who could make people laugh so they wouldn’t notice the pauses in my speech. Self-doubt was a constant companion. In college, this fear followed me into the classroom. I was the quiet kid in the back, silently praying I wouldn’t be called on to answer a question. Even when I knew the answer, the thought of speaking in front of the class was terrifying. Having a stutter can make parts of my career look different from the outside, because sometimes people mistake my quiet moments or pauses as uncertainty, even when I know exactly what I want to say. What they don’t always see is that I do have the answer—I just need a second to get it out. And while I may come off as reserved at first, I genuinely enjoy talking with people and connecting once I’m comfortable. My stutter doesn’t reflect my ability; it just means I communicate at my own pace. The people who take the time to actually talk with me quickly realize how much I bring to the table. Over time, I’ve realized that being quiet and having a stutter has given me a strength: I am a great listener. People trust me with their thoughts and feelings because they know I create a safe space where they can be honest without judgment. My stutter has given me empathy, patience, and the ability to connect in ways that don’t always require speaking first. Self-confidence remains a daily challenge. Introducing myself in social settings, ordering at a drive-thru or restaurant, and making a phone call often fill me with anxiety. Sometimes, it even affects moments with my daughters. I remember a night when my eldest daughter asked me for a specific book, and I told her, “Not tonight,” because I didn’t want to fumble through the words. She was visibly sad and I felt like a bad dad. This moment hit me hard, reminding me of how deeply my stutter touches even the simplest moments in life. And yet, despite these fears, life has also given me sources of strength I never expected. Being a husband and father has changed me. Feeling the daily unconditional love from my spouse reminds me that I am enough. Seeing my children look up to me, not caring about my flaws, has given me courage I didn’t know I had. My family’s support fuels me through life’s biggest challenges. Even with a stutter, I have built a successful career defined by competence, consistency, and the kind of presence people trust. My leader sees the substance behind my voice—the follow-through, reliability, and way I show up—and that trust is something I have earned through performance, not perfect speech. My story is proof that communication is about credibility, not fluency, and that stuttering doesn’t limit leadership, respect, or impact. The saying “The loudest boos come from the cheapest seats” is a phrase I repeat to myself often. The people who know the least about you often have the most to say. When someone only sees you from the outside—noticing the stutter but not the person—their judgment is shallow, like noise from the cheap seats. But the people who take the time to actually know you, to understand your character, your humor, your drive, and your values, quickly realize that the stutter is just one small detail, not your entire identity. Surface-level opinions don’t define me and the voices that matter are the ones close enough to see me clearly. My life has been a series of pauses, starts, and stops—both in speech and in confidence. But I’ve learned that vulnerability doesn’t make you weak. And in embracing that, I’ve begun to find my voice—not just in words, but in presence, action, listening, and love.

On the playing field or rink, the focus is hardly on speech. Instead, everyone focuses on teamwork and effort. A player can communicate with a pass, a run, a tackle, a goal, or the way they support and represent their team. But for athletes who stutter, the pressure doesn’t end when the game is over. There are cameras, lights, interviewers, locker room conversations, team talks, and lots of public attention. And for some people who stutter, those moments can feel harder than the game itself. But when athletes speak openly (and acceptingly) about stuttering, young people who stutter start to believe that it doesn’t disqualify them from being confident, competitive, or successful. Here are a few soccer players whose stories have helped bring more visibility to stuttering in sports. Ken Sema Swedish soccer player Ken Sema has been stuttering since he was six years old and became widely known beyond the soccer world after a post-game interview in 2023 went viral. Sema, who played for Watford FC at the time, had just delivered a standout performance on the field. Then came the interview. For many viewers, what stood out was not only what he did during the match but also the way he spoke honestly and took his time while doing so. Luke Ayling English soccer player Luke Ayling has also spoken publicly about stuttering and the pressure that comes with interviews. "When I first came to Leeds, I wasn’t comfortable at all doing interviews,” Ayling said during an interview with the BBC. “And I’ve kind of got to a point now where I just don’t care. If I do an interview and I have a stutter, I see a lot of things online when people say that I say ‘then’ and ‘like’ a lot … I just got to a point where I just thought, you know what, I’m doing an interview with somebody who wants to speak to me and who actually wants to hear what I’ve got to say, so why am I scared to do it?" Ayling’s openness helps challenge the idea that professional athletes are always fearless in front of a microphone. Even people who perform under pressure for a living can feel vulnerable when speaking publicly. João Gomes Brazilian central midfielder João Gomes, who plays for Wolverhampton Wanderers in the Premier League, has spoken about his experiences with stuttering and the importance of patience in communication. “I missed out on a lot of things in my life due to fear,” said Gomes in an interview with The Athletic. “Fear of what others would think of me, what they would say. That fear limits you more and more. You close yourself up in a bubble. Today, I am much more accepting of who I am and how I speak, because it’s not a big deal. Every person has their characteristics and their way of living. Today, I see it as a natural thing.” For kids, teens, and adults who stutter, being interrupted, rushed, or spoken over can make communication feel even harder. Supportive listeners can make a real difference by giving the person time, maintaining natural eye contact, and not finishing their sentences for them. Why these stories matter Respectful and healthy representation of stuttering matters because children who stutter (and even many adults who stutter) are always looking for proof that they can stutter and still be successful. These soccer players who stutter help provide that proof. They show that stuttering and confidence can exist together, as well as that fluency should never be the measure of a person’s value, intelligence, talent, or potential. What young athletes who stutter need to hear If you are a young athlete who stutters, the National Stuttering Association (NSA) wholeheartedly supports you on your journey. We’re here to tell you that you don’t have to choose between your voice and your dreams. You can play. You can compete. You can lead. You can speak when you are ready. You can take your time. You can stutter and still be heard. And if you’re a parent, coach, teammate, or fan, one of the most powerful things you can do is just listen to someone who stutters with patience and respect, as you would anyone. Don’t rush them. Don’t finish their sentences. Don’t make stuttering their whole story; see the whole person for who they are. Everyone deserves to be known for more than one part of who they are. At the NSA, we believe people who stutter should never feel alone. Community can make a difference, whether on the soccer field, in the classroom, at work, or in everyday life. If you or someone you love stutters, the NSA is here to provide support, connection, education, and a community that understands. Find support, resources, and community today at WeStutter.org.

Understanding Speech Therapy for School-Age Children Who Stutter Therapy for school-age children and teens who stutter is different from therapy for preschoolers. For younger children, goals often focus on preventing negative reactions and supporting parents through early concerns. While these remain important, therapy for older children expands to include emotional growth, self-advocacy, and communication comfort. As children grow, therapy must evolve with them. A broad-based approach is essential—one that goes beyond fluency to address feelings, confidence, and the child’s experience in school and social settings. Individualized, Supportive, and Holistic Therapy Every child who stutters has unique needs. Caregivers should be cautious of any clinician who promises a “one-size-fits-all” treatment. Effective speech therapy is always individualized, built around the student’s specific goals and challenges. The aim of therapy for school-age children and teens is to help them communicate freely and confidently without fear of stuttering holding them back. This does not mean fluency is the goal—most people who stutter will continue to stutter throughout life—but that stuttering should never limit participation, self-expression, or success. How Therapy Helps Children Communicate Comfortably Speech-language pathologists (SLPs) work collaboratively with children and families to identify strategies that make communication easier and more enjoyable. Therapy may include: Techniques for speaking with greater ease, such as easy onsets or paced speech. Learning to stutter with less physical tension by easing through moments of disfluency. Exercises to reduce avoidance and increase comfort during conversations. Emotional support to build self-acceptance and reduce fear of judgment. Since stuttering often involves physical tension, fear, or shame, therapy should address both the speech behaviors and the emotional experience of stuttering. Fostering Acceptance and Identity Acceptance is a key part of successful therapy. Children who learn to view stuttering as a natural part of themselves are less likely to avoid speaking situations and more likely to participate fully at school and in daily life. When peers, teachers, and families also accept stuttering as a normal form of communication difference, children gain confidence and resilience. Therapy that emphasizes acceptance not only reduces struggle but also empowers children to use their voices authentically. Creating Supportive School Environments A major part of therapy involves helping teachers, classmates, and caregivers understand stuttering. Children who stutter may be misunderstood or even bullied, so education and awareness are essential. Supportive classrooms can be built when educators: Allow extra time for responses during discussions and presentations. Focus on the content of communication, not fluency. Reassure students that everyone communicates differently. Model patience and encourage classmates to listen respectfully. An inclusive classroom helps children who stutter feel seen, valued, and safe to participate. The Role of Caregivers and Collaboration Caregivers play an important role in extending therapy beyond the school setting. They can help by reinforcing positive communication strategies, maintaining open dialogue with the school SLP, and ensuring consistent support between school and home. Regular communication among the child, parents, teachers, and SLP ensures everyone is working toward the same goal—building confident, capable communicators. A Team Effort for Lifelong Confidence Effective stuttering therapy for school-age children is a team effort. It combines individualized speech strategies, emotional support, and advocacy to help each child reach their full potential. By promoting understanding in both the classroom and at home, caregivers and educators can make sure that stuttering never stands in the way of a child’s voice. Explore practical therapy approaches and learn what may work best for your needs in Stuttering Treatment Options. Find caregiver-focused guidance and tips for choosing support in Selecting the Right Therapist for Your Child. Last Updated: October 2025 Author: National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP, Jacqueline Toscano, SLP.D. CCC-SLP, Caitlin Franchini, MS, CCC-SLP and Megan M. Young, ABD, CCC-SLP

Last updated: June 2026 Authors: National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP, Jacqueline Toscano, SLP.D. CCC-SLP, Lynne Remson, CCC-SLP, Karen Kumar, CCC-SLP, Dr. Scott Yaruss, CCC-SLP, and Joan Duffield (Special Education Teacher and Parent) What Is an IEP? An Individualized Education Program (IEP) is a legally binding plan under the Individuals with Disabilities Education Act (IDEA) that outlines the specialized instruction, supports, and services a student with a disability needs to access a Free Appropriate Public Education (FAPE). Can Stuttering Be Part of an IEP? Yes, absolutely. For a child who stutters, an IEP ensures their communication needs are recognized and that they have equal opportunities to participate fully in the classroom and school environments. Eligibility is based not only on stuttering severity, but on how it impacts educational access and social-emotional well-being. Curious whether an IEP or a 504 Plan is the better fit? See our IEP vs 504 Plans guide for a direct side-by-side comparison. The Evaluation Process Preschool: Early Identification and Evaluation Referral – Parents or preschool teachers refer the child for assessment if stuttering appears to impact daily communication. Parents typically contact the school district's services coordinator to request screening. Multidisciplinary screening – A team (preschool teachers and speech-language pathologists [SLPs]) screens cognitive, motor, social/emotional, self-help/adaptive, communication, vision, and hearing. Based on results and parent concerns, the team may recommend a full evaluation. Consent and rights – Parents are advised of their due-process rights, including the requirement of signed consent before evaluation. In some districts, evaluations occur with parents present. Comprehensive assessment – The SLP gathers a case history and assesses voice quality, receptive/expressive language, social-pragmatic communication, speech sound production, and fluency. Speech samples are collected across conversation, storytelling, and play (a recorded sample may be used if the child is shy). Determination – The SLP determines whether disfluencies are typical for development or indicate Childhood Onset Fluency Disorder (stuttering), and the team decides if the child qualifies as Speech-Language Impaired. IEP development – If eligible, the SLP and parents develop the IEP. Districts must hold the IEP meeting and begin services within 60 calendar days of parental consent. School-Age IEP Process Concern raised – A parent, teacher, or staff member raises concerns about speech or academic participation, followed by a written referral. Consent to evaluate – The school seeks parental consent, then a multidisciplinary team (including an SLP) conducts evaluations using observations, standardized assessments, interviews, and classroom samples. Impact areas examined – Classroom participation, oral presentations, social interactions, and testing performance. Eligibility decision – Based on stuttering's impact on educational access and social-emotional well-being, not severity alone. IEP creation – If the student qualifies under Speech or Language Impairment, the IEP includes measurable goals, accommodations, services, and progress tracking. Written parental consent is required before implementation. Ongoing review – IEPs are reviewed annually, with reevaluation every three years. What Accommodations May Help An IEP for a student who stutters should focus on access, participation, and self-advocacy. Flexible response options Extra time for oral presentations or discussions Option to respond in writing, by video, or in smaller groups Reduced communication pressure Teachers avoid interrupting or finishing sentences No forced participation in timed or random reading Students may volunteer rather than being called on unexpectedly Supportive classroom environment Teachers model patience and provide wait time Peers are educated about stuttering to reduce teasing Preferential seating near supportive classmates or teachers Testing accommodations Extended time for oral test sections Alternative formats when appropriate Assistive technology Recording devices or communication-support apps, if the student prefers Examples of Stutter-Affirming IEP Goals Self-Advocacy: Identify two strategies for explaining stuttering to peers/teachers and practice them in role-play with 80% accuracy. Communication Confidence: Increase class discussion participation by initiating at least two contributions per week, self-rating comfort afterward. Education and Awareness: Explain what stuttering is and share two helpful communication strategies in structured practice. Strategy Use: Choose and use preferred strategies (e.g., voluntary stuttering, easy onset) during structured tasks with 70% independence. Emotional Support: Use self-rating scales to reflect on comfort and tension when speaking, sharing results weekly with the SLP. Related and Collaborative Services Speech Therapy: Builds understanding of stuttering, self-acceptance, and communication strategies; goals are co-created with the student. Counseling and Collaboration: SLPs, teachers, and counselors coordinate to address anxiety, bullying, or self-esteem concerns. Navigating Transitions Between School Levels General: Parents should connect with the school SLP early and advocate for collaboration. Annual reviews typically occur at year-end to assess progress and plan ahead, ideally with both current and future teachers/SLPs discussing summer experiences, updated goals, and support strategies. Middle school: Informal meetings that include the child when appropriate work well. High school: Requires increased student autonomy. Teens should help set goals and decide whether to continue school-based therapy, seek private services, or take a break. Parents can request introduction meetings with new SLPs. How Often Is an IEP Reviewed? Under IDEA, every IEP must be reviewed at least once every 12 months and reevaluated every three years. Reviews can be requested anytime needs change. Schools track progress toward goals to determine if supports remain effective or need adjustment, and parents receive progress reports at least as often as report cards. What If My Child Resists Therapy? If a child or teen dislikes traditional pull-out sessions, ask the IEP team about a "Monitor" model instead of discontinuing services entirely. This includes regular SLP check-ins with the student, teachers, and parents, keeping the IEP active and Specially Designed Instruction available without weekly sessions. Reinstating direct services later is quick — full discontinuation would require restarting the entire evaluation process, which can take months. What Should Parents Ask for Next? Build a collaborative relationship with your school's SLP and teachers Learn about stuttering to advocate effectively Encourage your child to talk about their experiences, fears, and successes Keep communication open during school transitions Advocate for your child's voice and preferences in therapy decisions Not sure if an IEP is the right fit? Compare it with a 504 Plan to see which support structure matches your child's needs

Written by Taylor Worsham, NSA Community Coordinator, Person Who Stutters Stuttering is often misunderstood, especially within structured environments like the military, where communication is key. But that’s not to say that individuals who stutter cannot serve effectively in various roles. What is the military like as a person who stutters (PWS)? How does an intense, robust environment impact a PWS’s ability to communicate? We sat down with two PWS involved in the armed forces to get their perspective. Understanding Stuttering Stuttering is a speech difference in which the flow of speech is involuntarily disrupted. It may involve repetitions, prolongations of sounds, or blocks in speech. It’s crucial to note that stuttering is not a psychological issue but has neurological and genetic roots. Additionally, it does not affect intelligence or emotional stability. It affects about 1% of the population, meaning nearly three million people stutter in the U.S. alone. Stuttering and Military Service In the military, where clear and efficient communication is often perceived as essential, people who stutter may face unique challenges. However, many individuals who stutter perform exceptionally well in roles that require public communication and decision-making under pressure. The notion that people who stutter cannot serve effectively is a misconception. Breaking Stereotypes Common stereotypes suggest that people who stutter are nervous or lack confidence. However, these are myths. Stuttering does not reflect a person’s emotional state or ability to perform under pressure. In fact, military personnel who stutter often bring unique qualities to their roles, such as heightened patience, perseverance, and empathy—skills that are invaluable in high-stress environments. Meet Shea Quinn Shea Quinn has served in the U.S. Coast Guard for 15 years. He is a Lieutenant Commander serving as a helicopter pilot for maritime search-and-rescue missions and counter-narcotics interdictions. He is currently stationed at US Northern Command in Colorado Springs, CO. While he’s stuttered since second grade, he experienced no hesitation in joining the military. “I don’t know if it was any different than what I expected to encounter in my everyday life,” Quinn said. “I knew it was going to be an issue whether I was in the military or not. I don’t recall feeling reservation about it, I don’t recall ever wondering if I would be able to do it, I just knew that it would likely be challenging. I was just going to have to work through those challenges as they arose.” Even entry into the Coast Guard Academy was challenging for Quinn. When he applied to the Academy, the initial medical screening included a read-aloud test, where “his stutter advertised itself.” In addition to self-disclosing, there was enough information in his medical record that it was known that he stuttered. Because of this, he was medically disqualified. However, Quinn obtained a waiver through additional interviews with medical officers, eventually allowing him entry. In the summer between academic years in the Academy, Quinn would be underway aboard Coast Guard cutters or assigned to air stations to learn more about how operations work in-service. Upon graduation, Quinn was thrust into a leadership role and was in charge of a dozen individuals. Thanks to the therapy he received in middle and high school, he learned how to advertise his stutter, which helped him tremendously in the Academy and during his service. Early in his career, he met with his supervisors and disclosed his stutter. While this helped relieve some pressure to be fluent, Quinn said this disclosure didn’t eliminate the innate challenges of stuttering or the expectation to communicate effectively under stress. The operating environment, atmosphere, and duties provoke challenges related to stuttering more often for Quinn. His primary role in his first assignment was as an Underway OOD (Officer of the Deck), stationed on the bridge while at sea, responsible for the save navigation and operation of the ship as the direct representative of the Commanding Officer. This position, in which he worked 8 hours daily, required making announcements throughout the ship and many scripted phone calls. For example, if Quinn’s ship was close to another boat at sea, he had to explain the situation over the phone in a very certain way. So no substituting words! “Having to read a script on the phone to a supervisor in front of an audience, it [would be] a challenging situation for anybody who stutters,” said Quinn, “I can’t say that I didn’t try not to stutter, but I do know that I was not successful in hiding it. So I had to work through it, which, oftentimes, was accepting the struggle in the moment and just finding a way through it. That’s where I think advertising helped me a lot.” Quinn almost always self-disclosed his stutter during his first introduction to a new unit. He said this disclosure helped shipmates be more receptive and willing to listen to what he had to say, ensuring he could communicate effectively even during moments of tension with his speech. Throughout his career in Coast Guard aviation, Quinn has connected with many people who stutter and share a passion for flight. Aware of their concerns about the communication demands—such as briefings, radio calls, and crew interactions—he emphasizes the importance of sharing his experiences to reassure others that they are not alone in navigating these challenges while pursuing their dreams. “Sure, some of the pre-flight briefings can be challenging, but stuttering has never been an issue for me in the aircraft. I don’t know if it’s a similar phenomena to not stuttering when learning a new language [the language of aviation], if it’s aided by the ‘delayed auditory feedback’ of hearing yourself speak in your headset/helmet, if having so many other tasks to focus on keeps me from remembering that I stutter, or some combination of all the above, but stuttering isn’t on my mind when I’m in the air.” And one unique advantage of being a PWS in the military? Knowing how to push through when it matters. "We have to unlock our speech mechanism every day, all the time,” Shea said. “We know what to do when it locks up. If someone who doesn't stutter freezes under stress, they may not have the ability to quickly unlock their speech. And that could be detrimental to the job." Here is Quinn's valuable advice for people who want to join the military but fear that their stutter will impact their ability to do their jobs: “Externally, advertising [your stutter] up front is really helpful … By acknowledging it, you don’t allow folks who would have an issue with it to raise it as an issue … Internally, I always try to remember how I would feel if I either didn’t say what I wanted to say or I somehow let the fact that I stutter influence my actions…" Meet Michael Molino, USN (Ret), SLP Michael Molino served in the Navy for over 24 years before retiring in spring 2011 as Chief Petty Officer (Surface Warfare/Aviation Warfare). He was responsible for up to 125 people at one time. At 20 years old, during his third semester of college, he realized that higher education wasn’t what he wanted to do at that time in his life. “One day on my way home from school, I pulled into a parking lot, where I stared at a big sign, ‘NAVY RECRUITING,’” Molino recalled. “I walked in and I joined. Of course, when I went in, my speech was pretty noticeable. I sat down and I said, ‘Well, I stutter,’ and they would just look up jobs. I was pretty set on what I wanted to do.” Molino’s initial admittance into the military was relatively struggle-free, aside from various one-off speaking situations. During his final medical review, a medical doctor told him, “No flight school,” and he was in. When Molino first got in, he served in aviation. After four years, he switched jobs. He tried to be a diver but was disqualified for not meeting the criteria for “perfect speech.” After looking at other jobs, he found a special warfare program, but after an interview, he again faced disqualification. “Now, that doesn’t go to say that if I use my techniques every minute of the day, I could probably get in, just like Shea did. He came back and showed them … and they allowed him to fly. He’s flying a helicopter and has to talk all day long. He does a remarkable job." When it came to job performance, Molino was evaluated just like any other employee. However, he was rated lower in communication abilities despite having a perfect rating in all other areas. Because of this, he missed making the next rank by less than a point three times in a row. “I finally had enough of it,” Molino said when he approached his superiors. “I said, ‘I don’t agree with the communication line. I have a stutter, it’s obvious, but it doesn’t impede me from getting my point across. I think I should be at a 4.0 instead of a 3.8.’ My supervisor said, ‘I agree’ and changed the mark to a 4.0." Molino advanced off the next exam cycle. In addition to honing his self-advocacy skills as a PWS, Molino also discovered community during his service. It wasn’t until his third ship working downstairs in engineering that Molino finally encountered another PWS. When he went to shore duty years later as a chief, he discovered he had a yeoman (who handles clerical and administrative matters for ships and personnel) who was a PWS. Once Molino realized this, he called the yeoman into his office. That was when Molino disclosed his stutter, and the two had a “long, intimate conversation” about it, as well as an instant connection. Molino said he specifically advocated for this yeoman to go to speech therapy, which the Navy eventually paid for. When Molino started his next command on a bigger ship, he met two other PWS. Molino developed an unspoken bond with these people, so much so that he essentially created his own unofficial stuttering support group. Right before retiring, he gathered all four PWS on board, including himself, to spend a few hours together to talk about stuttering. “The majority of them were junior sailors,” said Molino. “There was only me and another guy who were senior enlisted. At first, [the junior sailors] were a little apprehensive … It’s not every day that you have something in common with a person three or four ranks above you.” Since the military does not have a traditional Human Resources department or any Employee Resource Groups, Molino said that having this kind of support as a PWS during the earlier years of his career would’ve been “tremendous and immeasurable.” Now, Molino is paying it forward by guiding other PWS who aspire to pursue a career in the military and helping them achieve their goal of service through recommendation letters. But that’s not all Molino is doing to show support to the stuttering community. In 2017, Molino helped start a private military support network/group for PWS on Facebook in connection with the National Stuttering Association (NSA). While everyone should be able to serve their country, concise and quick communication is vital in the military because it enables clear, efficient exchanges of critical information, often in high-pressure or life-threatening situations. Molino emphasized this point in his interview. “Today, everyone thinks a disability needs to be looked at in a different way and they should let everyone in, or PWS should do anything they want,” Molino said. “That would be nice in a perfect world, but … it’s the government … they don’t have to follow [disability laws]. I firmly believe there are some jobs where you need to communicate effectively. If you have a disorder of some sort, maybe that’s not where you need to be.” Navigating a military career as a person who stutters involves more than just mastering ships or helicopters—it demands navigating complex physical and mental challenges beyond the typical demands of other professions. While a perfect world would be free of discrimination, the reality is that individuals who stutter may face unique barriers and may need to devote additional effort to manage their stutter before pursuing a military career. According to Molino, maximizing your chances of joining the military and advancing in rank requires honing your ability to effectively manage the struggles of stuttering. This is necessary in order to help to reduce potential obstacles along the way. Promoting a Supportive Environment It is crucial to create a supportive environment where individuals feel comfortable stuttering and discussing their stuttering. Encouraging openness helps reduce anxiety and can actually decrease stuttering severity. Military organizations should also consider providing resources, such as access to speech therapy and support groups, to help those who stutter navigate their careers successfully. People who stutter have much to offer the military, from unique problem-solving skills to empathy and resilience. By fostering an inclusive culture that values diverse communication styles, the military can ensure that it does not miss out on the valuable contributions of individuals who stutter. For more information about stuttering, visit our website at WeStutter.org. The NSA extends its deepest gratitude to Shea Quinn and Michael Molino for their service and courageously sharing their stories with us. We also honor and thank all currently serving or have served in the U.S. military for their dedication and sacrifice.

La tartamudez es una diferencia en la forma en que una persona habla. Puede incluir repeticiones, prolongaciones o bloqueos al intentar decir una palabra o sonido. Algunas personas también pueden hacer movimientos físicos o usar estrategias para intentar evitar o esconder un momento de tartamudez. Una persona que tartamudea sabe lo que quiere decir. La dificultad no está en encontrar las palabras, sino en decirlas físicamente en ese momento. La tartamudez puede variar de una persona a otra. También puede cambiar según el día, la situación, el nivel de cansancio, la presión del momento o cómo se siente la persona al hablar. La tartamudez no es culpa de nadie La tartamudez no es causada por nerviosismo, poca inteligencia, mala crianza ni falta de confianza. La investigación actual entiende la tartamudez como una condición neurológica y fisiológica que puede tener una base genética. La tartamudez no define la capacidad, el valor, la inteligencia ni el potencial de una persona. ¿Existe una cura para la tartamudez? Actualmente no existe una cura conocida para la tartamudez. Muchas personas se benefician de la terapia del habla, el apoyo comunitario, la educación y las herramientas de autoayuda. El objetivo no siempre es eliminar la tartamudez. Para muchas personas, el apoyo adecuado ayuda a fortalecer la confianza, reducir el miedo a hablar, mejorar la comunicación y crear una relación más saludable con su voz. Si tartamudeas, no estás solo La National Stuttering Association existe para apoyar a las personas que tartamudean, sus familias y los profesionales que las acompañan. A través de recursos, comunidad, educación y defensa, la NSA ayuda a crear espacios donde las personas que tartamudean puedan sentirse comprendidas, respetadas y apoyadas. Recursos gratuitos en español Esta página incluye recursos seleccionados en español para personas que tartamudean, familias, educadores, empleadores, aliados y oyentes. Actualmente no todos los recursos de la NSA están disponibles en español. Para ver la biblioteca completa en inglés, visita nuestra página de recursos imprimibles en inglés. Elige el recurso que necesitas Use esta sección para encontrar el recurso en español que mejor se ajuste a sus necesidades. Para aprender sobre la tartamudez Estos recursos ayudan a explicar qué es la tartamudez y cómo puede diferenciarse de otras condiciones o formas de comunicación. Tartamudez vs. Tartajeo Este recurso explica las diferencias entre la tartamudez y el tartajeo, dos trastornos de la fluidez que a veces pueden confundirse o presentarse juntos. Diferencias fundamentales entre la tartamudez y el síndrome de Tourette Una guía visual que ayuda a diferenciar la tartamudez del síndrome de Tourette, incluyendo síntomas principales, edad de inicio y características comunes. Diferencias fundamentales entre la tartamudez del desarrollo y la tartamudez neurogénica Este recurso compara la tartamudez del desarrollo con la tartamudez neurogénica y puede ayudar a entender cómo y cuándo puede aparecer cada una. Para personas que escuchan a alguien que tartamudea La tartamudez: notas para oyentes Una guía sencilla para amigos, familiares, maestros, compañeros de trabajo y cualquier persona que quiera aprender cómo escuchar con paciencia, respeto y comprensión. Para padres, familias y niños Padres e hijos que tartamudean Un recurso para padres y cuidadores que desean comprender mejor la tartamudez y apoyar a sus hijos con paciencia, información y esperanza. Ayudar a los niños que tartamudean Una guía para apoyar a los niños que tartamudean, fortalecer su confianza y recordarles que no están solos. Para escuelas y salones de clase Tartamudez: una presentación en el aula Este recurso ayuda a niños, terapeutas del habla y maestros a hablar sobre la tartamudez en clase. Puede ayudar a reducir mitos, responder preguntas y crear un ambiente escolar más comprensivo. Para empleadores y profesionales La tartamudez: lo que los empleadores deben saber Un recurso para empleadores, gerentes, equipos de recursos humanos, supervisores, reclutadores y entrevistadores. Ayuda a aclarar conceptos erróneos y promover una comunicación respetuosa e inclusiva en el lugar de trabajo. Para aliados y comunidad Aliados: ¿Qué significa ser un aliado de las personas que tartamudean? Una guía para amigos, familiares, colegas y miembros de la comunidad que desean apoyar mejor a las personas que tartamudean. Aliados: la regla de oro para ser aliado Un recurso práctico sobre cómo escuchar, hacer preguntas abiertas, respetar las preferencias de cada persona y apoyar sin hablar por ella. Recursos de divulgación de la tartamudez Estos recursos pueden ayudar a una persona que tartamudea a explicar su tartamudez en situaciones cotidianas, escolares, laborales o sociales. Tarjeta de Divulgación de Tartamudez Una tarjeta breve que puede ayudar a explicar la tartamudez de forma clara y sencilla cuando una persona decide compartir esta información con otros. Tarjeta física de divulgación de tartamudez También hay una versión física disponible en la tienda de la NSA. Esta tarjeta puede ser útil para viajes, escuela, trabajo, citas médicas o situaciones en las que explicar la tartamudez rápidamente puede ayudar. Apoyo adicional La información ayuda. La comunidad también. Si usted o alguien que usted ama tartamudea, la NSA está aquí para ofrecer apoyo, educación y conexión. Nadie debería tener que enfrentar la tartamudez solo.

For people who stutter (PWS), there are some days when talking just feels heavy and burdensome. When the words are right there, you know exactly what you want to say, but they just can’t come out. You take a breath, try again, and push through. Speaking is a seemingly small but mighty and courageous act for PWS every single day. But courage doesn’t only live in our voices. Sometimes, it lives in color, movement, music, rhythm, and light. Art. Art gives us the medium to express everything the stuttering experience offers to us—the frustration, pride, humor, hope, and everything in between—in our own time and way. When words feel hard, creativity makes space The great thing about art is that it tells a story without needing fluency. It’s the smooth sound of a brushstroke on canvas, the shuttering of a camera taking a picture of a beautiful sunset, the pause before a chord change. It conveys what speech sometimes just cannot. A painting might show the swirl of thoughts before a block. A dance could portray the release of finally saying your name out loud. A photograph might capture the strength it takes to keep trying. Art lets you show your inner world to others—not to fix stuttering, but to show the person beyond it. “Especially as a teenager, I would turn to art to express myself or explain things about stuttering. I used illustrations and animations to show the adults in my life what my stutter felt like. Sometimes I even used art to try to understand what I was struggling with. Art often helped me share emotions that I didn’t feel comfortable talking about.” — Willemijn Bolks, PWS and comic artist Healing through creativity The process of creating art doesn’t need to be super serious or picture-perfect. It can be messy, funny, loud, or soft. What truly matters is that it’s yours. Many PWS find that art helps release the tension that can sometimes build within themselves and gives their emotions a safe place to live. This can look like sketching during a hard day or writing lyrics that mirror your speech. Either way, creativity can help you process your emotions behind difficult experiences and can even shift how you see yourself. While everyone who stutters stutters differently, you might notice that your stutter has its own rhythm. Maybe the pauses and repetitions have some kind of beat. When you turn that rhythm into something creative, you stop fighting against it. You start working with it. “There was one time when I drew a comic strip for the STAMMA blog that unexpectedly helped me process a stinging memory from high school 30 years prior. The comic strip was about that incident, and it was very hard for me to draw. However, once I finished, I found myself thinking how things would have been different if I had known what I know now about stuttering being okay. The sting instantly disappeared and never came back.” — Daniele Rossi, PWS and creator of Franky Banky comics Art builds connection When you share your art, you share a piece of yourself with the world. And that can have a big impact. Maybe your drawing helps someone realize what anxiety before a presentation feels like. Maybe your short film makes another teen who stutters feel less alone. Or maybe your music helps a PWS find peace in their voice. That’s exactly what community is: not people who all sound and look the same, but people who make space for one another’s differences. “It has been tremendously healing to have other people connect with my art. In the beginning, I made art just for myself to process difficult feelings, such as loneliness. Being able to share those experiences and have people relate to them turned that loneliness into connection. Sharing heavy feelings with others made them a lot lighter!”— Willemijn Bolks Your voice is already art You might not realize it, but the way you speak already has rhythm. The way you navigate a block, the way your breath moves before a prolongation, the way you hold eye contact when you finish a thought—all of it is art. When you create something from that, you take ownership of your story, you decide how it’s told, and you define what strength looks like for you. “Drawing is like communicating without words. And I don’t mean that from the point of view of avoiding speaking. I mean it in a way of communicating with your soul and making a connection through one’s own form of creative expression. For instance, one 10-year-old boy was inspired by a scene I drew where Franky Banky is interviewed on the radio. Stutter and all. The boy took the initiative to give a presentation about stuttering in front of his class that same week! Then once again in front of his whole school! I also enjoy learning from speech-language pathologists (SLPs) and how they use my comics in therapy sessions to generate discussion and to explore feelings and emotions.”— Daniele Rossi Your art matters If you stutter, your voice and art matter. It is part of how the world learns to listen. Everything you create says, this is who I am, this is how I speak, this is how I shine. Those who are doodling in a notebook, recording a song, or filming a short story, your creativity reminds others that stuttering is something to understand, not something to fix. If you’re creating digital art that reflects your experience as a person who stutters, we’d love to see it. Reach out to us anytime if you’re interested in sharing your work with the NSA.

This week marks National Stuttering Awareness Week (also famously known as NSAW), and we’re excited to once again celebrate and spotlight our community. As we began planning this year’s campaign, we paused to reflect on what we’re really working toward. We continue to believe that awareness matters, but awareness alone isn’t enough. At the National Stuttering Association (NSA), our mission goes deeper: We’re here to challenge outdated stereotypes and help build a world where stuttering is not just recognized, but understood and accepted. That’s why last year, we introduced a shift in how we talked about this week, choosing to use “National Stuttering Acceptance Week.” We heard from members of our community who felt strongly about that change. We want to make it abundantly clear that we respect the history of NSAW. The conversations that came out of last year only reinforced that this community cares deeply about how stuttering is represented. So this year, we’re continuing forward with intention. We’ll once again be using “National Stuttering Acceptance Week” to reflect the future we’re working toward, one where acceptance is the standard. But why does that distinction matter? We’re glad you asked. But first, a little background: The History of National Stuttering Awareness Week This week's roots go back to 1986, when we were still known as the National Stuttering Project (NSP). That’s when the vision for a national week dedicated to raising awareness about stuttering began to take shape. Thanks to the relentless determination and advocacy of passionate NSP members like Paul Castellano, who testified before several U.S. Congressional subcommittees, Barbara Koval, and so many others who rallied their representatives, then-President Ronald Reagan signed a proclamation in April 1988 officially designating the second week of May as National Stuttering Awareness Week. (Source: Minnesota State University, Mankato) But the party didn’t stop in 1988! Each year, the second week of May has remained a dedicated time to raise awareness and celebrate stuttering as a valid way of communicating. In 2026, we’re proud to mark the 38th annual National Stuttering Awareness Week! We are grateful to the NSP members whose tireless advocacy brought National Stuttering Awareness Week to life. Their commitment in the early days paved the way for a week that has since raised national awareness, fought against stigma, and commemorated people who stutter in countless ways for decades. Without their vision and hard work, National Stuttering Awareness Week would not be what it is today. We honor the history that shaped it and are excited to witness its continued growth. The Future of National Stuttering Awareness Week We remain committed to carrying forward the legacy the NSP members began, continuing to advocate for the stuttering community for generations to come. While the official designation remains “Awareness Week,” we’re continuing to shift the language because we believe it’s time to move the needle forward. People who stutter should always have the freedom to define their own relationship with stuttering and choose the path that feels right for them. However, we firmly believe it’s time for people who don’t stutter (and the general public) to move beyond awareness and toward a deeper understanding and acceptance of stuttering. We’re using awareness to drive acceptance. You’re probably wondering where this shift in language came from. Again, we’re glad you asked! Last year, we drew inspiration from the Autism Society of America, which transitioned from “Awareness” to “Acceptance” in 2020. Their reasoning deeply resonated with us, and we’re proud to continue following their lead. If you want to learn more, we strongly encourage you to read their article. Why These Conversations Must Go Beyond the Stuttering Community As we continue evolving this week, we also want to be intentional about who these conversations reach. For many years, conversations about stuttering have largely taken place within the stuttering community itself. While those spaces are essential, if we want to create a world where people who stutter are accepted, these conversations can’t stay only within our own circles. Stuttering acceptance happens when people who don’t stutter begin to listen and rethink what they believe about stuttering. That’s why this week is about inviting others in, not just celebrating in isolation. We want this week to help educators better support students who stutter. To encourage employers to create more inclusive workplaces. To challenge everyday assumptions. Whether you want to call it National Stuttering Awareness Week or National Stuttering Acceptance Week, we urge you to join us in celebrating this meaningful week together as we continue pushing for a future where people who stutter are fully accepted.