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The National Stuttering Association® is honored to share this updated 2025 directory of workshops, summer camps, intensive programs, and retreats  that provide education, therapy, and community support for people who stutter. Whether you are a parent looking for a safe camp experience for your child, a teen seeking peer connection, or an adult interested in intensive therapy, this list highlights trusted opportunities across the U.S. and internationally. If you’d like to update your program or add a new listing, please contact Sarah Onofri   National / Multi-State Camp SAY Who:  Ages 8–18 When:  July 19 – August 1, 2025 Where:  Morgan’s Wonderland Camp, San Antonio, TX Highlights:  Two-week sleep-away camp with traditional activities + supportive community. Also runs Camp SAY: Across the USA  weekend pop-ups. American Institute for Stuttering (AIS) Who:  Children, teens & adults Where:  New York City, Atlanta, Los Angeles, and Online Highlights:  Group & individual therapy, intensives, Avoidance Reduction Therapy for Stuttering (ARTS©), speaker events, and support groups. Northeast Camp Dream. Speak. Live. (Arthur M. Blank Center) Who:  Children ages ~5–15 Where:  Varies annually (2025 host: Binghamton University, NY) Highlights:  Free camp focused on communication confidence, community, and leadership. Camp Words Unspoken (Pittsfield, MA) Who:  Children & teens, ages 7–17 When:  Summer 2025 session open (tuition details available) Highlights:  Overnight camp blending recreational fun with therapeutic speech sessions. SPEAK NOW! (Temple University, Philadelphia, PA) Who:  Children & teens When:  Summer 2025 Highlights:  Day camp combining speech goals, peer connection, and therapy-led activities. Hope for Stuttering ‘Flourish Retreat’ Who:  Older teens, college-age, and adults Where:  Milford, CT Highlights:  A transformative 5-day retreat emphasizing belonging, growth, and social confidence. Includes daily sessions and beachside community building. Mid-Atlantic / Southeast Positive Responses to Stuttering Program (PRSP, East Carolina Univ.) Who:  Children (6+), teens & adults Highlights:  Intensive summer program targeting overt and covert stuttering behaviors. Camp T.A.L.K.S. (Vanderbilt Bill Wilkerson Center, Nashville, TN) Who:  Ages 8–16 + families When:  June 2–6, 2025 Highlights:  Day camp with a strong family involvement component. Volunteer Your Voice (University of Tennessee) Who:  Ages 9–16 When:  May 28–30, 2025 Where:  Tremont, TN Highlights:  Three-day overnight camp with outdoor activities and communication practice. Central South Comprehensive Stuttering Therapy Program (CSTP, Texas State Univ.) Who:  Teens & adults (14+) When:  July 14–19, 2025 Where:  San Marcos, TX Highlights:  Six-day intensive program focusing on real-world communication. Central North UMN “Kids Who Stutter” Summer Camp (University of Minnesota, Minneapolis) Who:  Students entering grades 5–9 When:  Summer 2025 Highlights:  A fun, inclusive camp experience focusing on self-acceptance, communication, and peer connection. Star Lake Out Loud Who:  Kids & teens who stutter, ages 8–17 Where:  Crosslake, MN Highlights:  Wilderness camping experience building confidence, communication, and lifelong friendships. Northwest Camp More (Rockaway Beach, OR) Who:  Kids & teens, ages 7–18 When:  August 16–21, 2025 Where:  Camp Magruder, Rockaway Beach, OR Highlights:  Overnight camp designed to build friendships, confidence, and communication skills. Successful Stuttering Management Program (SSMP, Eastern Washington Univ.) Who:  Teens & adults When:  June 18–27, 2025 Where:  Cheney/Spokane, WA Highlights:  Nine-day residential intensive focusing on avoidance reduction and stuttering modification. Mountain West University of Utah Intensive Stuttering Clinic Who:  Ages 15+ (participants must be mature enough for intensity) When:  July 20 – July 31, 2026 (2025 details forthcoming) Where:  Salt Lake City, UT (University of Utah Research Park Campus) Highlights:  2-week intensive program combining fluency shaping and fluency management. Morning sessions emphasize structured drills; afternoons include transfer tasks, conversation practice, and field trips. Contact:   Julia Lidgard (Director) Virtual & International Oxford Stuttering & Cluttering Research Conference Who:  Clinicians, researchers & people who stutter When:  September 23–26, 2025 Where:  St Catherine’s College, Oxford, UK Highlights:  International conference with leading voices in stuttering and cluttering research. SPACE Community & Arts (Online) Who:  Youth (7–18) & young adults (18–22) Highlights:  Virtual arts and advocacy programs across the U.S. and Canada. The Unblockables – Improv for People Who Stutter Who:  Adults who stutter Format:  Virtual cohorts, led by professional improv coaches Highlights:  Builds confidence and expression through performance-based practice. The Care Clinic at Perley Health (Ottawa, Canada; Virtual Available) Who:  All ages Highlights:  Bilingual (English/French) assessment and therapy, with telepractice options. McGuire Programme (Global) Who:  Teens & adults (14+) When:  Courses run year-round; 2025 calendar published Where:  Worldwide (in-person & virtual) Highlights:  3–4 day intensive courses combining speech techniques, confidence-building, and peer support. We encourage families and individuals to reach out directly to each organization for the latest details. Want to explore more support? Visit our NSA Annual Conference page  and Find a Chapter page  to connect with the community year-round.

Speech-language pathologists (SLPs) play an essential role in the lives of people who stutter (PWS). They’re often key partners in helping individuals build communication confidence, navigate real-world situations, and develop self-advocacy skills. However, effective support requires more than just clinical knowledge; it necessitates the right tools, research, and community connections. That’s where we step in. The National Stuttering Association (NSA) offers a wide range of resources for SLPs working with PWS, empowering clinicians with evidence-based strategies, educational materials, and connections that can make a meaningful difference. This guide explores how SLPs can leverage our resources, apply best practices for supporting PWS, and strengthen their therapy approach with tools designed to support the whole person. Why Specialized Resources Matter for Speech-Language Pathologists Working with PWS Understanding the Unique Needs of PWS Stuttering is far more complex than just a speech difference. It can influence how a person feels about themselves, their social engagement, and their ability to navigate school, work, and relationships. Effective therapy should support the patient’s emotional well-being, help foster self-acceptance, and equip them with practical tools to navigate the world confidently. How the NSA Supports SLPs We are deeply committed to providing SLPs with comprehensive support. From evidence-based research and educational resources to peer networks and client-focused tools, we equip clinicians with everything they need to help PWS thrive (even outside the therapy room).  Top NSA Resources for SLPs NSA Professional Development and Training Ongoing learning is crucial for SLPs. We offer a variety of professional development opportunities, including the Annual Conference, where clinicians can attend workshops focused on best practices in stuttering therapy. Webinars and online training sessions provide year-round learning opportunities on self-advocacy, therapy approaches, and the latest research. Additionally, NSA Connects for SLPs provides a virtual support space specifically for SLPs working with this community. NSA Chapter Involvement One of the most valuable ways to support clients is to help them connect with others who stutter. NSA Chapters provide a supportive environment for PWS to share their experiences, build self-confidence, and practice communication skills outside of therapy in a real-world setting. SLPs can guide clients toward finding an NSA Chapter through the Chapter Locator Map, reinforcing that growth doesn’t stop when the session ends. NSA Educational Materials for Clinicians We provide a library of resources that SLPs can bring directly into therapy sessions. These include fact sheets that debunk common myths and guides for parents and educators to help foster more supportive environments for PWS. Additionally, self-advocacy tools are available to help individuals navigate conversations about stuttering in schools, workplaces, and social situations.  All of these materials are accessible at WeStutter.org . NSA Support for Parents and Families For clinicians working with children who stutter, engaging families is a critical part of the process. We offer Family Chapters that give parents a community of their own, along with parent-focused webinars led by experts in the field. School advocacy tools are also available to help families navigate IEPs , 504 plans, and other educational accommodations that support their child’s success. Effective Therapy Strategies for SLPs Working with PWS Take a Client-Centered Approach No two people who stutter are the same, and therapy should reflect that. A client-centered approach means supporting each person’s unique goals and comfort levels. This may involve exploring feelings related to stuttering, setting realistic and meaningful communication goals, and focusing on effective communication rather than fluency. Empowering the client to take ownership of their progress, in and outside of the therapy room, is key. Educate Clients on Self-Advocacy Self-advocacy is a powerful tool for PWS. SLPs can support clients in learning how to confidently disclose their stutter when needed, advocate for accommodations in school or work settings, and navigate challenging speaking situations. Role-playing , scripting, and discussing legal rights are all strategies that can help. Clinicians can also introduce the NSA to clients as an ongoing support network for self-advocacy and empowerment. Address Myths and Misconceptions Stuttering is often misunderstood, even by well-meaning friends, family, or teachers. An SLP’s role is to help debunk common myths , like the false belief that stuttering is caused by nervousness. Education is key, both for clients and their support systems. Drawing from our resources ensures that the information shared is accurate and up-to-date and helps foster resilience and acceptance. Encourage Participation in Support Groups Peer support can be transformational. Beyond clinical goals, encouraging clients to connect with the broader stuttering community through NSA Chapters , virtual meetups , or the Annual Conference , provides them with opportunities to practice communication skills, share their experiences, and realize that they are far from alone in their stuttering journey. How can I help a client who is afraid to talk about their stutter? Begin by creating a safe and non-judgmental space for open dialogue. Gently introduce the idea of self-disclosure and encourage small steps, perhaps starting with connecting them to peer support spaces, such as NSA Chapters. What are the best ways to involve caregivers in a child’s therapy? Engage caregivers by sharing our resources, inviting them to Family Chapters, and offering guidance on creating a supportive home environment. Their involvement is crucial in fostering the child’s confidence and communication success. How can I stay updated on the latest research in stuttering therapy? Stay connected through our conferences, professional webinars, and clinician-focused newsletters. The NSA is a hub for the latest evidence-based research and best practices for SLPs supporting PWS. Should therapy focus solely on speech modification techniques? No. While speech modification can be one part of therapy, effective support must address the emotional, cognitive, and social aspects of stuttering. In fact, for many clients, focusing on confidence, communication effectiveness, and self-advocacy can be equally (if not more) important than changing how speech sounds. Therapy is most impactful when it’s holistic and client-led. How to Get Involved with the NSA as an SLP Join the NSA’s Professional Network Being part of the NSA’s professional community allows SLPs to connect with fellow clinicians, exchange strategies, and gain insights that enrich their work. Participation in our events, discussions, and ongoing learning opportunities strengthens both personal growth and client outcomes. Refer Clients to NSA Programs Empower clients by connecting them to NSA Chapters , online meetups , family support , and self-advocacy resources . We are a lifelong partner for PWS and for the professionals who support them. Advocate for Stuttering Awareness in Schools and Workplaces SLPs have a unique platform to educate others. By working with schools to implement classroom accommodations, promoting inclusive workplace practices, and participating in community outreach, SLPs can help shift the narrative around stuttering from stigma to acceptance.  More information on getting involved, accessing materials, or finding community is available at WeStutter.org . Equipping SLPs with the Right Resources SLPs working with PWS are changing lives. With the right resources, community support, and evidence-based tools, clinicians can help PWS to embrace their voice, navigate the world with confidence, and thrive. The NSA is proud to offer comprehensive resources for SLPs working with PWS, helping them foster resilience, acceptance, and authentic communication. If you're ready to deepen your expertise, explore NSA resources today at WeStutter.org !  Disclaimer: This article was originally generated with the assistance of artificial intelligence (AI) and has been thoughtfully revised and refined by individuals who stutter (PWS).

When creativity, courage, and a good breakfast collide, you get something pretty special. Nate Crawford is a commercial photographer, content creator, and co-founder of Morning Jay’s, a nomadic breakfast pop-up in Chicago that is satiating appetites with scratch-made, joy-filled dishes. As a person who stutters, Nate has navigated the ups and downs of communication in ways that have shaped his personal journey and his approach to business. From learning how to tell stories with intention to building a community that feels like family, Nate’s experience offers inspiring lessons on resilience, leadership, and embracing your voice. We sat down with Nate to hear about his life, his business, and how stuttering has influenced everything from his morning waffles to his leadership style.  Please note that some parts of this Q&A have been edited for clarity and grammatical accuracy. National Stuttering Association: Please tell us about yourself. Nate Crawford:  My name is Nate Crawford. I’m originally from Central Illinois (shoutout 217!) but currently call Chicagoland home. I’ve been based out of the northwest suburbs (first Arlington Heights, then Des Plaines/Niles) but am moving to the Oak Park area mid-August. I’ve been a person who stutters since I was about five years old. Like many people who stutter, it has looked different throughout my life. Sometimes it's more present, sometimes barely noticeable, but it's always been a part of me. I work as a commercial photographer and content creator, and I also run a small breakfast pop-up with my partner, Morning Jay’s. Having both a creative and hospitality-centric career, I’ve learned how to navigate the ups and downs of communication, especially in client-facing work and public situations, and it has taught me a lot about self-advocacy and grace. Stuttering hasn’t always been easy to accept, but over the years, it has become something I increasingly embrace. It is a part of my voice, both literally and figuratively, and I think there is a kind of strength in that. NSA: Please tell us about Morning Jay's and its background. NC: Morning Jay’s is a nomadic breakfast pop‑up based out of Chicago. My partner, Justen (the chef), and I (the baker/content creator) have always been lovers of good food and great hospitality. When having a less-than-stellar breakfast in a local diner, we realized we could do breakfast better—from scratch, with heart. That realization launched Morning Jay’s. We began hosting small “cozy cafes” in our apartment last summer, inviting friends and colleagues to try our scratch‑made dishes—like goat cheese and onion jam danishes, chocolate-black sesame pop‑tarts, and Thai tea waffles with ube whipped cream and starfruit. These events were invitation‑only, community‑focused feedback sessions that brought people together over homey, intentional food. From day one, the mission was clear: We wanted to create food that felt joyful and personal, not commercial. Donations from those cozy cafes helped us break even early on; we were turning a modest profit just a few months in. Then, a viral social video in the fall of 2024 amplified our reach, bringing more followers and opportunities to do things like plated brunches, menu drops, and public pop‑up events.  NSA: Has stuttering ever influenced how you present Morning Jay’s, whether in how you talk with customers, tell your story, or build your brand? NC: Most definitely! Like for so many who stutter, it influences every aspect of our lives. When you grow up with a stutter, you learn early on how to communicate with intention. You choose your words carefully, listen more, and become very aware of how stories are told and received. That sensitivity has made its way into every part of Morning Jay’s . I’m not always the loudest voice in the room, but I’ve learned that storytelling doesn’t have to be fast or flashy to connect with people. Our brand is really built on that idea of slowing down, being thoughtful, and creating a sense of warmth and honest hospitality. Whether it’s a cozy caption on Instagram, a handwritten menu, or the way we describe a dish to a guest at a pop-up, I think there’s this thread of care and realness that comes from my own experience navigating the world as a person who stutters and the power of our words.  There have been times I’ve felt nervous about speaking at events or introducing myself to someone new, but I’ve also found that sharing openly, both about our food and about who we are, helps build a stronger connection. Stuttering is part of my story, and in turn, is a part of Morning Jay’s. They’ve both taught me how to show up as myself. NSA: What’s the weirdest or most unexpected thing that’s happened while running a café out of your apartment? NC: There have been a lot of fun/unexpected moments! Anytime you work with food or host people, something is bound to go awry. At one of our spring cafes, the fire alarm in the complex went off halfway through and we had to evacuate outside to the street for a brief moment (all while a reporter and photographer from the Chicago Tribune were there covering our story, mind you!). Another fun moment was when we had two couples join us and the partners recognized each other as middle school classmates!  NSA: Morning Jay’s has become more than a business; it seems to have built a following. Was that community part of your plan or did it surprise you? NC: Community was always part of the dream, but the way it’s actually unfolded has surprised us in the best way. When we first started Morning Jay’s , we just wanted to make really good food and share it with people we cared about. It started with a few friends sitting around our apartment kitchen table, and slowly grew into pop-ups, pre-orders, and public events. We didn’t have a marketing budget or a five-year plan; we just led with intention, generosity, and a lot of extra breakfast potatoes.  What surprised me most was how deeply people were connected to its spirit. Folks don’t just show up for the biscuits and cookies; they show up because it feels warm and familiar. Like they’re part of something. And as a queer couple, it’s been especially meaningful to see Morning Jay’s become a space where folks feel welcome, celebrated, and safe. We’ve had guests tell us it’s the first time they’ve felt truly comfortable at a food event, and that means everything to us. I think there’s something really powerful about being seen and welcomed, especially first thing in the morning. And maybe, in a way, my own experience with stuttering helped shape that. I know what it feels like to not always feel heard. So we try to create a space where people do. NSA: You’ve navigated creative fields like photography, food, and business...how do you decide when it’s time to take a risk on something new? Has being a PWS influenced how you take risks? NC:  I think risk has always felt like a companion in my life, whether I invited it or not. As a person who stutters, everyday communication can feel like a risk, like raising your hand in class, ordering at a restaurant, or introducing yourself in a meeting. So in some ways, I’ve been practicing taking risks all my life.  Those experiences shaped how I approach creativity and business. I’ve learned that fear doesn’t always mean “don’t do it.” Sometimes it means “this matters to you.” So when I feel that mix of excitement and nervous energy, whether it’s launching a new pop-up, shifting careers, or pitching myself to a client, I try to pause and ask, “Is this discomfort because I’m growing?” If the answer is yes, then it’s usually worth the leap. Being a PWS has taught me resilience, patience, and how to move forward even when the words don’t come out perfectly. And those same traits show up every time I try something new in my creative life. I don’t always know how it’ll go, but I trust I’ll figure it out. I’ve done it before. NSA: What do you wish people understood about stuttering and entrepreneurship, especially when it comes to confidence or leadership? NC:  I wish more people understood that confidence and fluency are different. You can stutter and still be a strong leader. You can pause, repeat, or block on a word and still command a room, close a deal, or run a business. I’ve learned that leadership isn’t about being the most polished speaker; it’s about being clear in your vision, honest in your communication, and consistent in how you show up. Stuttering has actually made me a better entrepreneur. It’s taught me how to be prepared, how to listen, how to adapt under pressure, and how to build trust through authenticity. When you stutter, you don’t get to hide behind perfect delivery; you lead with substance. There have been moments when I’ve felt self-conscious on a client call or nervous to pitch an idea, but I’ve also had people thank me for how grounded and thoughtful I am in conversation. That’s the kind of leadership stuttering can shape, the kind that isn’t afraid to slow down, be real, and own the room in your own way. NSA: Is there anything else you'd like to add or say? NC: I just want to say that stuttering doesn’t have to hold you back from building the life or career you want. It might shape how you move through the world, but it doesn’t define your worth or potential. If anything, it teaches you how to lead with empathy, be brave in the small moments, and find your voice, even when it shakes or stalls. Whether you’re a person who stutters, someone just getting started in your creative journey, or someone who’s still figuring it out, I hope you know there’s space for you at the table. You don’t have to sound like anyone else to make an impact. And if you ever find yourself in Chicago craving a biscuit, come say hi. We’ll be here, serving breakfast with love and building something bigger than ourselves, one bite at a time. Follow Morning Jay’s on Instagram at @goodmorningjays.

For children who stutter, home should be the one place where they feel safe… emotionally and physically. But sometimes, without realizing it, how we respond to stuttering can create a hostile home environment. We might jump in to help with words or offer advice that feels supportive, but instead, it sends the message that stuttering is something to be ashamed of and to fix. At the National Stuttering Association (NSA) , we unconditionally believe your child’s voice matters. These five simple strategies can help you build a home environment that supports stuttering calmly and effectively.  1. Slow Down—But Not Just for Them One of the best ways to lower communication pressure is to adjust your own pace. Children often match the energy around them. Avoiding rushing through conversations sends a message that this is a place where we take our time. Try this: Leave space before and after your child speaks. Wait a second or two before responding. It shows them you are not in a hurry—and they do not have to be either. 2. Respond to Children Who Stutter with Reassurance Phrases like “slow down” or “take a deep breath” can feel like pressure, even when said with care. What your child needs most is to feel heard and accepted in the moment. Instead of: “You stuttered, try it again.” “Try to slow down.” “Relax your mouth.” Try this: “I’m listening to you.” “Take your time to say what you want to say.” “Thanks for sharing that with me.” 3. Focus on the Meaning Children notice what gets praised. If compliments only come when their speech is more fluent, they may start to believe their worth is tied to how they speak. Shift the focus to their ideas and contributions. Let them know that what they have to say is important, even if it takes a little bit longer to say it. Try this: “That was a really interesting question.” “I love hearing your voice.” “You always notice such great details.” 4. Reduce the Question Load Too many questions in a row—especially rapid-fire ones—can increase pressure to speak quickly and perfectly. Instead, try using comments to invite conversation gently. This shift gives your child more space to choose when and how they respond, making conversations feel safer and more natural. Instead of: “What did you do at school today? Who did you sit with? Was it fun?” Try this: “I’d love to hear about your day at school when you're ready.” 5. Make Room for Emotions Stuttering can bring up some difficult feelings—frustration, sadness, embarrassment, or anger. When they surface, your role isn’t to fix them by any means necessary. It’s to stay present and help your child feel seen. The more your child feels emotionally supported, the more likely they are to take communication risks and speak up. Try this: “I get why that was hard. I’m here for you.” “It’s okay to feel upset about that. You’re not alone.” “You’re doing a brave thing by sharing that.” Your Role Matters More Than You Know You do not need to be a speech therapist to make a lasting impact. Just by creating an environment that prioritizes connection over correction, you are giving your child the freedom to speak without fear. Want more support? Explore resources and community programs designed for families of children who stutter!

co-authored by Andrea Burcham When it comes to ensuring a child who stutters is fully supported in the classroom, two tools can help: an Individualized Education Program (IEP) and a 504 Plan. Understanding which is right for your child and how to advocate for it can feel overwhelming, but the National Stuttering Association (NSA) is here to help! This guide will break down the key differences, explain how they relate to stuttering, and offer practical tips to help you advocate effectively for your child. What Is Stuttering & How Does It Impact School? Stuttering is a communication difference  characterized by involuntary disruptions in speech, such as repetitions, prolongations, or blocks. While it varies from person to person, stuttering can impact a child’s ability to participate fully in classroom discussions, oral presentations, or reading aloud. These challenges can affect not only academic performance but also confidence and social interaction.  Classroom challenges children who stutter may face Stuttering often varies with the situation. A student may speak more easily in casual conversation but stutter more during timed readings, cold-calling, or presentations. These moments aren’t just about the speech itself. Reactions like worry, avoidance, or frustration can play just as big a role in how stuttering impacts daily life. Classroom demands can also intensify challenges. Rapid turn-taking, multitasking, or competing pressures often make speaking harder, even though this does not reflect a cognitive deficit. On top of that, children who stutter face a higher risk of social anxiety and may be vulnerable to teasing or bullying, which further reduces participation and self-esteem. Academically, the most significant impact comes from speaking-heavy tasks. Students may avoid raising their hands, keep responses short, or struggle with presentations and reading aloud. Oral grades sometimes reflect fluency rather than knowledge, and the extra effort spent managing speech can pull focus away from learning. Schools and speech-language pathologists (SLPs) can make a positive difference. Assessing participation—not just fluency—should guide IEP and 504 supports. Helpful accommodations include advance notice before oral tasks, options for smaller-group or prerecorded presentations, and grading that prioritizes content over delivery. Teacher education, peer awareness, and strong anti-bullying policies also help create a safe environment. When worry or avoidance becomes significant, collaboration with school counselors may be appropriate, alongside affirming therapy. What Is an IEP? An IEP is a legally binding plan developed under the Individuals with Disabilities Education Act ( IDEA ). It provides specialized instruction and services to help a child with a qualifying disability make meaningful progress in school.  How SLPs support children through an IEP SLPs are central to the IEP process for children who stutter. They examine how stuttering affects a student’s participation in class, social interactions, and academics, then work with an IEP team—including parents—to set individualized goals. Examples of IEP goals for children who stutter Instead of aiming for fluency, goals focus on effective communication, comfort in speaking situations, self-advocacy, and resilience. Supports may include direct therapy or consultation with teachers. SLPs also track progress, share updates with families and staff, and adjust services as needed so the student can participate fully and confidently in school. Key features of an IEP: Requires a documented disability that affects educational performance (defined under IDEA) Involves a comprehensive evaluation by the school Provides individualized special education services Includes measurable annual goals, accommodations, and progress monitoring Developed by a team including parents, teachers, school specialists, and sometimes the child Stuttering may qualify as a speech-language impairment under IDEA if it impacts the child’s ability to access the curriculum or participate fully in class. This means your child may be eligible for speech therapy or other accommodations, such as alternatives to oral presentations.  The IEP Evaluation Process for Children Who Stutter The evaluation for stuttering usually starts with a referral from a parent or teacher. A licensed SLP conducts a comprehensive assessment, which may include: Steps in the evaluation process (referral, assessment, eligibility) Conducting interviews with students, parents, and teachers to understand how stuttering impacts school and social participation Speech and language samples in different settings (conversation, reading, structured tasks) to document the frequency and type of stuttering Standardized measures, such as the Overall Assessment of the Speaker's Experience of Stuttering (OASES), are used to capture how stuttering impacts daily functioning and quality of life Classroom observations to see how stuttering affects communication during learning and peer interactions Surveys or rating scales to assess emotional and social effects Tools like the OASES assessment Eligibility for services under IDEA requires showing that stuttering significantly interferes with educational performance, broadly defined as academics, communication, participation, and social-emotional impact. Even a mild stutter may qualify if it causes avoidance, anxiety, or participation barriers. Why plans vary by state and district State and district rules vary. Some use quantitative thresholds (e.g., percentage of stuttered syllables), which can overlook social-emotional or participation impacts. Others focus on functional impact, prioritizing evidence that stuttering affects classroom engagement or social communication. Different teams may weigh standardized tests, clinical judgment, observations, or teacher reports differently. Because of these variations, a child may qualify for services in one state or district but not another. Parents should understand both the federal IDEA definitions and their state’s criteria. Advocacy, often with support from an SLP, can help ensure a child’s communication needs are recognized. In some cases, hiring an educational advocate—sometimes covered by insurance—can support parents if the IEP team isn’t addressing concerns. What Is a 504 Plan? A 504 Plan falls under Section 504 of the Rehabilitation Act of 1973 , which protects students with disabilities from discrimination and ensures they have equal access to education. Key features of a 504 Plan: Available to students with a disability that substantially limits one or more major life activities (including speaking) Does not require special education services Focuses on accommodations and modifications to support classroom access No requirement for measurable goals Developed by a school-based team, typically with input from parents For children who stutter but don’t need speech therapy or special education services, a 504 Plan can still provide essential support—such as extra time for oral tasks, reduced-pressure speaking environments, or alternative ways to participate in class discussions.  IEP vs. 504: Key Differences Explained Common Accommodations for Students Who Stutter Whether through an IEP or a 504 Plan, students who stutter may benefit from accommodations such as: Accommodations that improve classroom participation Extra time or alternatives for speaking tasks (presentations, reading aloud, oral tests) Option to respond in writing instead of speaking Choice in participation: how and when to be called on Adjusted classroom seating Educating teachers and peers about stuttering Reduced involvement in high-pressure activities (popcorn or round-robin reading) Does My Child Qualify for an IEP or 504 Plan? Every child who stutters is different. Some may need intensive speech therapy and support, while others may only require minimal classroom accommodations. An evaluation process determines qualification based on the child’s unique needs and how stuttering affects their learning experience. How to request an evaluation and prepare as a parent Here’s how to start: Document how stuttering affects your child at school Request a formal evaluation from your school district in writing Participate in the evaluation and provide input from your child’s SLP The evaluation, usually triggered by a parent or teacher referral, is conducted by a licensed SLP and typically includes: Interviews with the child, parents, and teachers about how stuttering affects school and social participation Speech samples in different contexts (conversation, reading, structured tasks) to note type, frequency, and variability of stuttering Standardized measures, like the OASES, to assess daily functioning, participation, and quality of life Classroom observations to see how stuttering impacts communication and learning Surveys or rating scales to capture emotional and social effects After the assessment, the IEP or 504 team meets to review results and determine eligibility for services. Tips for Parents & Caregivers Advocating in Schools The importance of keeping records and reviewing plans Know your rights. You have the right to request evaluations and meetings, participate in meetings, and advocate for your child’s needs. Keep records. Save copies of communications, evaluations, and plans.  Role of teachers, peers, and school counselors Speak up early. The sooner a plan is in place, the better your child can thrive. The value of community and NSA resources Join the community. Connect with other families through NSA Chapters, events, and resources. Plans should also be reviewed and updated regularly. IEPs are revisited at least once a year, and 504 Plans should be reviewed periodically to ensure they continue to meet the student's needs. Final Thoughts Both IEPs and 504 Plans can be valuable tools in supporting a child who stutters—there’s no one-size-fits-all solution. What matters most is that your child feels safe, supported, and empowered to use their voice in the classroom. Need more support? Reach out to the NSA or find an NSA Chapter to connect with others who understand the journey at WeStutter.org .

Note: This letter has been lightly edited for brevity and clarity. Parenting a young adult who stutters has its challenges. As we give them “more space,” it can be hard to keep tabs on their speech.  The biggest shift with our son, Ethan, was sending him to college and not knowing how his social skills were going. He keeps to himself, so getting him to talk much about stuttering in the one or two phone calls a week was hard. We had to learn to respect him when he said he was “fine” or his speech was “OK.” Give your child space because all kids need to adjust to taking care of themselves more as they get older, whether they stutter or not. We remind Ethan that if he needs to talk about his speech, we’re here, but we let it be if he doesn’t bring it up. But that can be hard because we don’t see him much in person once he returns to school. We’ve learned to continue being patient when he speaks and to create a comfortable environment for him to stutter without judgment or pressure. Communication is key. Does your child want to talk about their stutter? Would they like their home/family time to be a place without emphasis on their speech? Ask them. They are getting older; listen to them. — Mike Gioscia We have two children: our daughter is 23 and our 21-year-old son is the person who stutters (PWS). My mantra for them is SHH: Safe, Happy, and Healthy. They both are on the shy side, sweethearts, and hard workers. My husband, Mike, and I are a good team raising them and we are very happy they are open to talking to us about anything. We try to be open when talking to them. When they went off to college, I was a typical nervous mom. Gigi went to college in 2020 at the height of COVID, but we got through it and she became acclimated and had a successful college experience. She now loves her new job as a physics teacher. With Ethan, the stuttering, his shyness, and keeping organized were our biggest worries.  We have a rule in our house: during the first week at college, they have to check in once a day (preferably via FaceTime) then just once a week after that. Ethan continued checking in almost every day without being prompted. We did the usual things of making sure that he reached out to his professors right before classes started to disclose that he is a PWS and the usual information of letting him finish, please don't call on him the first day, etc.  I created a business card that says something like, "Hi, My name is Ethan and I am a person who stutters. Please be patient and let me get my words out." I also put pictures of things he loves to maybe instigate conversation. He's only used it once, but it's nice to have to take the pressure off of the person next to you in class starting a conversation. His sophomore year was different. He didn't need the hand-holding as much and he didn't check in as often, so we took that as a win. He kept his grades up, ran, and hung out with the running club. Although not a party person, he had a few friends and we were happy about that. He will be a senior in the fall. The NSA has made all of our lives better since we started going six years ago. We learned that you can't "cure" stuttering and that he may stutter all of his life. That was hard to accept at first as his stutter would come and then would be totally gone, then it would come back again. Now, we focus on SHH. He has this community at the NSA with friends his age and older that can inspire and relate to him.  We have an awesome community as we learn from and get as much support from our NSA friends as we do from their workshops. Going to any NSA event is imperative for any PWS, no matter what age. Make sure your child exchanges phone numbers/social media handles with new friends to keep in touch.  I think all speech therapists and doctors should be required to prescribe going to an NSA event. It's that life-changing! Being open is important. We all know that you are supposed to let a PWS finish their words. Even if you know what they will say, you should not finish the word for them. But I asked Ethan, “If we are alone and I know what you are going to say, do you want me to finish your word for you, would that help?” He said, “No! Keep doing what you're doing.” Last year, his blocking got really extreme. We said, “We don't care that you are stuttering, but we are worried if there is some stress causing it to be more pronounced. Is everything okay? How can we help?” This way, the stutter doesn't become the focus; his mental health does.  Encourage your child to find a group or club to get involved with. Finding friends with similar interests is easier there. Kids these days aren't great at making friends at a place where they know no one. I see on my Facebook parents' groups (every college probably has one; there is a lot of good advice there, so join one) that kids without stutters have a hard time connecting and making friends, too.  I’m not sure if it's a side effect of years of isolation due to COVID, the increase in social media, being on the phones too much, or a combination thereof, but it's a thing for non-stutterers too. Ethan used an app that helped him not be on his phone too much. It was called "Blocksite" and it was actually his idea!  Lastly, let go of any guilt! Did you do too much speech therapy, not enough? Not the right therapist/doctor? No therapy? Didn't go to the NSA sooner? Not helping them enough? Helping too much/enabling them? LET IT GO! All you can do is go from here. The resources and connections at the NSA will help with all of that. I look forward to meeting some of you at the next NSA Conference! You got this. :) — Ethan's mom, AKA Linda Twiss Gioscia

For many people who stutter, putting thoughts into spoken words isn’t always easy.. When words feel stuck or hard to say, creativity can step in to fill the gap. Art, music, writing, and other forms of expression are powerful tools for communicating what can be difficult to express out loud.  Within the National Stuttering Association (NSA) community, we’ve seen an incredible amount of creativity blossom from this space! We love discovering artists who use their craft to share their stories in bold and beautiful ways.  Today, we’re excited to introduce Matthew DeChant, a person who stutters and a folk musician from Wisconsin. In the interview below, Matthew talks about his experiences with stuttering and how music has helped him express himself and connect with others. Wisconsin-born folk musician Matthew DeChant Note: This interview has been lightly edited for clarity and brevity. Lexi Hewitt: Matthew, thank you for joining us today. Could you tell us about your background, who you are, and what type of musician you are? Matthew DeChant:  I have stuttered for as long as I can remember. I first found out about the NSA when I was around 7 or 8. My parents took me to several stuttering support groups, including my first Annual Conference in 2012, when I was around 10. It was such a wonderful experience.  Up until that point,  every time I spoke, it felt like it was filtered through the lens of my stuttering and how I felt about stuttering. When I attended the Conference and was around people who stutter for the first time, I was able to communicate without worrying about stuttering. That was a formative experience for me. Around that same time, I started getting into music. I first started in middle school band, and I enjoyed it. I started taking it further outside of school. Attending more NSA Conferences helped me become more confident in my speaking abilities, regardless of who I was at that moment. That started being incorporated into my music, and it helped me become more confident as a performer.  Performing is more than a single performance on the stage; it’s what happens off-stage, too. I struggled with communicating and connecting with my audiences in real life. My involvement with the NSA has given me a lot of confidence in communicating, regardless of my fluency on stage. [The audience] notices my confidence, which provides them with a better listening experience. LH: I love how the NSA helped you feel more confident as a person in general and as a performer. I can relate to that.  So, thinking of previous NSA Conferences that you've been a part of, do you have any workshops that have helped foster this confidence? Any bright spots that come to mind?  MD: The   most helpful experiences and enjoyable moments at the NSA Conferences have been outside the workshops. It's socializing with other people and learning about everything people can do alongside their stutter.  LH: I agree. I’ve attended a few conferences, and each time, I'm amazed to meet people from all walks of life, including lawyers, teachers, and more. People often assume that individuals who stutter are not suited for front-facing roles, but we deserve to be here just like anyone else, regardless of our speech. You shared that you recently moved. Did your move have anything to do with your music career, or are you just a traveling kind of guy? MD:  I am a “traveling kind of guy,” as you put it. I had spent the last two years working in my city, which I enjoy. But I was still feeling very stuck. Before, I had been in my hometown in Wisconsin for six years. I just had this very intense desire to travel more, see the world, have more experiences, and push myself more than I had before. After completing my job, I packed up and spent a month working on a sheep farm in Nova Scotia, Canada. I am now working as a backhand on a sailing ship in Massachusetts.  LH: It’s great that you felt the urge to explore and have new experiences. What has been your favorite place that you've visited so far? MD: Halifax in Nova Scotia   has probably been my favorite city to visit. I’m into boats and maritime history. And there's so much maritime naval history in Halifax. There are just so many cool musicians and artists in that city. It has a cool, bustling and modern vibe, yet it never forgets its maritime past. That was a cool place to explore and experience.  LH: Halifax sounds amazing, combining two of your favorite interests in such a unique way. Going back to your music career, how would you describe your music/musical persona? MD:  It started in high school and I went to college for music. In college, I discovered folk music, which has since become my primary genre of work. I still do a bit of classical and jazz stuff on the side, but right now it's mostly folk music. And within folk music, I enjoy the stuff that takes the really old traditional songs and interprets them in a very modern context with modern sounds. Please give Matthew some love! You can find his music below.:  YouTube: youtube.com/@matthewdechantmusic Bandcamp: matthewdechant.bandcamp.com Instagram: instagram.com/matthewdechantmusic Available on any streaming service (except Spotify).

“He’s just shy.” “She never speaks up in class.” Many children and teens who stutter hear these exhausting comments almost daily. Not necessarily because they are true, but because others just don’t understand what’s really happening. What adults often perceive as shyness or social withdrawal may actually be a child experiencing speaking anxiety or avoiding situations where they may stutter.  This mislabeling can lead to missed support opportunities for communication skills, delaying evaluation or diagnosis of stuttering, and causing the child to feel insecure, self-conscious, or hesitant to participate in social and/or academic activities. “I think people think I’m shy, but I would say I’m more friendly.” — Cora Porzel, 7-year-old who stutters Understanding That Stuttering ≠ Shyness Children who stutter often become highly aware of how others react to their speech. They may anticipate negative responses (like interruptions, teasing, impatience) and begin to speak less to avoid those hurtful situations. This is a form of self-preservation, not shyness.  While some kids who stutter are naturally introverted, many are not. In fact, research shows that people who stutter are as socially inclined and intelligent as their peers. When we conflate stuttering with shyness, we risk sending the message that something is inherently wrong with being quiet or different. “People usually call me shy, but I’m only quiet because of my stutter. I don’t feel bad that they think that, but I wish that they understood that it’s difficult for me to speak. Shy and quiet don’t fit who I am at all, but that’s how my stutter has somewhat forced me to portray myself as, so that is what I am. What helps me feel the most confident when I’m talking is when I know the person I’m speaking with won’t see me any differently because of my stutter.” — Christian Gómez, 15-year-old who stutters Labels in Identity Development Labels stick because children are really good at internalizing. When a child is consistently described as “quiet” or “nervous,” they may start to identify with those traits, even if they don’t reflect how they truly feel inside. Over time, this can shape how they view themselves, how they engage in friendships, their willingness to participate in class or group settings, and/or their choices around leadership, performance, or communication.  That’s why it’s so  important for the adults in their lives—parents, teachers, and speech-language pathologists (SLPs)—to offer accurate language, celebrate all wins and effort, and affirm their identity beyond just fluency. “I DO get nervous when I talk, but it isn’t because I’m afraid of talking, it’s because I’m nervous that people will interrupt me or won’t take time to listen to what I have to say so sometimes it’s easier to just not talk. If I knew that people were really going to listen, I would talk, talk, talk!” — Cora Porzel (7 years old) How Parents Can Help 1. Avoid language that assigns personality to behavior. Instead of “He’s shy,” try: “He’s thoughtful.” “He’s still warming up.” “He likes to observe before joining in.” 2. Don’t make stuttering the elephant in the room. Normalize it by talking about it openly. When parents model comfort and confidence, kids are more likely to do the same. 3. Give praise for expression and bravery instead of fluency. This builds communication confidence.  4. Offer opportunities for low-pressure speaking. Try one-on-one hangouts, drama clubs, or speech-friendly social events. These spaces can build resilience and comfort over time. “I definitely think people see my kiddos as shy instead of understanding how their stutters impact their interactions and communication. I see the difference in how they act at home compared to how they act in public—Cora loves to put on shows, plan presentations, and, given the opportunity, speak in front of crowds. We find that our kids come out of their shells more when they are around people they know won’t interrupt them and when they don’t feel rushed—when they can stutter freely. At home, we try to talk about how their words are important and never a burden.” — Molly Porzel, parent of a child who stutters How Teachers Can Support 1. A student who rarely raises their hand or frequently asks to use the bathroom during oral presentations may be managing speaking-related anxiety. Look for patterns. 2. Provide alternative participation options. When appropriate, allow students to present one-on-one, submit a video, or choose written contributions.  3. Avoid assumptions about personality. Don’t label students as disengaged or unmotivated because they don’t speak often. Ask open-ended questions about their comfort level and needs. 4. Partner with the SLP and parents. Create a team approach to communication support. A brief check-in with the student about their goals can go a long way in helping them feel seen and respected. What SLPs Can Do 1. Focus on self-advocacy skills. Help students learn how to talk about their stutter, correct misconceptions, and make requests for accommodations when needed. 2. Address feelings around labels. Explore how the child feels about being called “shy” or “quiet.” Work together to reframe these labels and affirm their true personality. 3. Include peers when appropriate. Consider classroom education or peer awareness programs that help normalize stuttering and reduce stigma. 4. Use stutter-affirming approaches. Build therapy goals around confidence, comfort, and communication. Seeing Kids for Who They Are The way we describe and respond to children who stutter shapes how they see themselves. When we move beyond surface-level labels and take time to understand what’s really happening, we open the door to deeper connection, more effective support, and a stronger sense of identity. Not every quiet child is shy. Sometimes, they’re just waiting for someone to really listen. Explore our youth programs, download educational materials, or join an event at WeStutter.org !

It can be a frightening experience when caregivers realize that there is something different about their child’s speech. Parents and other caregivers want the best for their children, and when something does not appear to be “normal,” they often worry about what this will mean for their child’s future. When caregivers worry, they tend to envision the worst possible scenarios, rather than keeping a balance between bad outcomes (which are easy to foretell) and good outcomes (which we may be afraid to hope for). As with all things, children who stutter are likely to have both good and bad experiences because of stuttering. It’s important not to focus only on the bad things that may—or may not—happen. One of the NSA’s primary missions is to help parents learn that stuttering does not have to have a negative effect on their child’s life . Importantly, we have found that worried parents often forget the most basic fact about childhood stuttering:  help is available .   There are many resources available for helping children learn to speak more easily, while at the same time helping them become more comfortable with their speech and more confident in their ability to communicate. Here are some basic facts to remember when you begin to feel worried about your child’s speech: Most preschoolers do stop stuttering.  Many young children exhibit stuttering in their speech when they are learning to talk, but not all of those children continue to stutter. In fact, research shows that most children who show signs of early stuttering will stop stuttering within the first year or so after they start. Even those who do continue stuttering can still learn to speak more easily and communicate more effectively. Help is available. Stuttering specialists  and other expert clinicians know quite a bit about how to help young children who stutter learn to speak more easily and develop healthy, appropriate attitudes toward their communication abilities. Of course, even the best speech therapists cannot guarantee that a child will stop stuttering. Still, we know that the vast majority of children can improve their ease of speaking, so that they can say what they want to say without being held back by stuttering. Stuttering does not have to ruin your child’s life.  Stuttering can have a significant impact on a child’s life, but it does not have to . Often, caregivers hear about “famous” people who have “overcome” their stuttering, and these stories can be inspirational. At the same time, it is important to remember that there are many, many more “everyday” people who have learned to handle stuttering effectively and who lead successful and happy lives. There are many ways that caregivers and speech-language pathologists can help children to ensure that stuttering does not become a major problem in their lives. You are not alone.  Many times, parents and other caregivers of children who stutter feel that there is nobody who really understands what they are going through. This can lead to a feeling of isolation that further contributes to anxiety and fear about the future. That is why the NSA has an active and growing support network for parents of children who stutter. Through the NSA, caregivers can meet and talk with others who have shared the same experiences. This not only provides opportunities to learn about how other people have dealt with their children’s stuttering; it also provides comfort that comes from learning about a wide range of positive outcomes for young children who stutter. Of course, soothing words alone will not help caregivers overcome their concerns about a child’s speech. The  Stuttering Info  section on this website contains key facts about stuttering and stuttering therapy that can help caregivers make informed decisions about the best course of action for their child. For more information, see Early Childhood Stuttering: Information and Support for Parents and Other Caregivers .

Authored by Megan Young, PhD, CCC-SLP Edited by: NSA Staff Member, Taylor Worsham Advocacy is vital in creating a more inclusive and understanding world for people who stutter. It empowers individuals who stutter and fosters a society that listens by raising awareness, challenging misconceptions, and pushing for systemic change. Whether you are a person who stutters (PWS), a family member, or an ally, advocacy is a powerful tool for breaking down barriers and promoting acceptance. Ezra Horak and Stutterology - Redefine Stuttering In this article, we explore why advocacy for people who stutter is important, how it benefits individuals and society, and how you can create meaningful change. Understanding Advocacy: What It Means and Why It Matters What Is Advocacy for People Who Stutter? Advocacy involves taking action to support, educate, and create opportunities for individuals who stutter. It can take many forms, including: Self-advocacy  – Speaking up for yourself in personal and professional settings. Community advocacy  – Raising awareness about stuttering and fostering inclusive conversations within schools, workplaces, and local communities. Legislative advocacy  – Working to influence policies that protect and support people who stutter. Media advocacy  – Encouraging accurate and positive portrayals of stuttering in film, television, and journalism. Why Is Advocacy Important? Breaks down stereotypes and misconceptions  – Many people still misunderstand stuttering, often associating it with nervousness or a lack of intelligence. Advocacy educates and challenges these false narratives. Creates more inclusive environments  – Schools, workplaces, and social spaces benefit from awareness efforts that encourage patience and understanding. Empowers individuals who stutter  – When people who stutter see advocacy in action, it builds confidence and reinforces that their voice matters. Leads to policy changes  – Advocacy efforts have led to better workplace accommodations, anti-discrimination laws, and educational programs that support people who stutter. How Advocacy Impacts People Who Stutter 1. Encouraging Self-Acceptance and Confidence Advocacy helps people who stutter confidently embrace their speech differences. When stuttering is normalized and accepted, individuals feel less pressure to hide their stutter, leading to more authentic communication. 2. Shaping Public Perception Advocacy efforts challenge outdated stereotypes and educate the public about stuttering. By increasing awareness, society becomes more supportive and inclusive. 3. Improving Access to Resources and Support Through advocacy, individuals who stutter can access better speech therapy resources, workplace accommodations, and educational programs designed to support their communication needs. 4. Driving Legal and Workplace Protections Legislation that protects people who stutter in employment and education is often the result of advocacy efforts. Ensuring equal opportunities and non-discriminatory policies benefits everyone. Ways to Get Involved in Stuttering Advocacy 1. Speak Up About Stuttering Share your personal experiences with stuttering to help others understand its realities. Educate friends, family, and coworkers on how to be better allies. Participate in public speaking engagements or storytelling events to amplify your voice. 2. Get Involved in Stuttering Organizations Join groups like the National Stuttering Association (NSA)  to connect with a supportive community. Attend local and national conferences on stuttering awareness. Volunteer for advocacy programs that educate the public and empower people who stutter. 3. Promote Stuttering Awareness in Schools and Workplaces Encourage schools to educate students about stuttering as part of diversity and inclusion programs. Advocate for workplace accommodations, such as additional time for speaking tasks and inclusive communication practices. Help organize awareness events like International Stuttering Awareness Day (ISAD)  activities. 4. Engage in Policy and Legislative Advocacy Contact legislators to support policies that promote accessibility and inclusion for people who stutter. Advocate for better insurance coverage for speech therapy and communication support services. Support laws that protect people who stutter from workplace and educational discrimination. 5. Use Media and Social Platforms for Advocacy Share stuttering-related stories, articles, and videos on social media  to raise awareness. Encourage accurate and positive representations of stuttering in film, television, and news. Write blogs, opinion pieces, or letters to editors about stuttering-related topics. Frequently Asked Questions About Stuttering Advocacy Q: How can I advocate for myself as a person who stutters? A: Self-advocacy starts with educating others about stuttering and expressing your communication needs in different environments, such as school or work. Being open about your stutter can help shift perspectives and encourage inclusivity. Q: What should I do if I witness discrimination against someone who stutters? A: Speak up and respectfully address the situation. Educate those involved about stuttering, and if necessary, support the individual in reporting discrimination to the appropriate channels. Q: Are there legal protections for people who stutter? A: Yes. Laws such as the Americans with Disabilities Act (ADA)  protect people who stutter from discrimination in workplaces, schools, and public accommodations. Advocacy helps ensure these laws are enforced and improved. Q: What are some common misconceptions about stuttering? A: Some myths include the belief that stuttering is caused by nervousness, that people who stutter are less capable, or that they can "grow out of it." Advocacy helps dispel these misconceptions  by providing accurate information . Advocacy Creates a More Inclusive World Advocacy for people who stutter is about more than just awareness—it’s about action. We can create a world that truly listens by challenging misconceptions, educating the public, and pushing for systemic change. Whether through self-advocacy, community initiatives, or legislative action, every effort contributes to a society that values and supports people who stutter. Your voice matters! Get involved. Speak up, speak out, and help build a future where people who stutter are heard and respected. Visit the National Stuttering Association (NSA) at   WeStutter.org  for more resources and ways to advocate .

When your child stutters, you are not alone. The National Stuttering Association® (NSA) is here to help you find caring, informed support for your child and your family. Stuttering-Specific Resources Start with resources that understand stuttering and the whole child, like the National Stuttering Association (NSA) , the largest nonprofit in the United States dedicated to people who stutter and their families.  We offer: Local Chapters  where families, kids, and teens connect for peer support. Parent and caregiver resources  to help you support your child with confidence. NSA Conferences  featuring sessions on resilience, communication, and mental health. American Speech-Language-Hearing Association (ASHA) – ProFind Search by ZIP code for licensed speech-language pathologists with training in stuttering. Filters help you find pediatric or bilingual providers. Stuttering Foundation  Therapy referrals, parent guides, downloadable workbooks, and webinars are available, as well as strategies that support confidence and address anxiety. Friends: The National Association of Young People Who Stutter A welcoming community with family workshops and parent sessions that reduce isolation and celebrate children’s voices. Nationwide Mental Health Directories for Families Families sometimes need added support for the emotional and social parts of communication. These directories connect you with licensed counselors, therapists, and psychologists: Psychology Today Therapist Finder Search by specialty such as child and adolescent care, family therapy, self-esteem, and anxiety. Telehealth options are available. SAMHSA FindTreatment.gov   A federal database of mental health providers with filters for youth services, outpatient programs, and family support. Mental Health America (MHA)  Local affiliates offer counseling, support groups, and educational workshops. Many provide reduced or sliding-scale fees. NAMI (National Alliance on Mental Illness) Peer-led family support groups, parent guidance, referrals to child-focused providers, and a helpful helpline. Open Path Collective A national nonprofit network offering affordable counseling, typically $40 to $70 per session, including child and family therapists. Pediatric Counseling and Hospital Programs Many children’s hospitals integrate speech-language services with counseling for children and families, including programs like: Boston Children’s Hospital – Center for Communication Enhancement Children’s Hospital of Philadelphia (CHOP) – Speech & Language Pathology Nationwide Children’s Hospital – Pediatric Psychology Cincinnati Children’s – Speech-Language Pathology & Behavioral Medicine Texas Children’s Hospital – Speech, Language, and Learning Clinic To explore options near you, check your local children’s hospital or use a National Children’s Hospital Directory. Community-Based & Parent Support Care can grow close to home: School Counselors & Special Education Services Ask about IEPs or 504 Plans that include social and emotional support alongside speech services. Faith-Based & Community Counseling Centers Many offer family therapy and group programs with reduced costs. University Clinics Graduate speech-language pathology and psychology programs often provide lower-cost services under licensed supervision. Crisis and Immediate Support for Families If you need immediate help, these services are available 24 hours a day: 988 Suicide & Crisis Lifeline  – Call or text 988  anywhere in the United States. Crisis Text Line  – Text HOME  to 741741 to connect with a trained counselor. National Parent Helpline  – Call 1-855-427-2736  for emotional support. How to Use This Directory Begin with stuttering-specific resources such as the NSA, Stuttering Foundation, and ASHA to find professionals who understand stuttering. Use nationwide therapist directories to locate child and family counselors who can partner with your child’s speech-language pathologist. Explore hospital programs for integrated care that includes speech-language therapy and counseling. Lean on your community. Schools, local clinics, and support networks can make a meaningful difference. Keep crisis numbers handy so help is always within reach. Frequently Asked Questions How do I find a counselor who understands stuttering and children’s mental health? Start with stuttering-focused resources, including the National Stuttering Association, the Stuttering Foundation, and ASHA ProFind to locate an SLP with stuttering expertise. Then use directories such as Psychology Today, NAMI, MHA, and Open Path to find child and family counselors who can collaborate with your child’s SLP. What should I ask a potential therapist or counselor? Ask about experience with children who stutter, how they build confidence and address anxiety, their approach to family involvement, telehealth availability, and how they coordinate care with speech-language pathologists. Can school support include counseling for a child who stutters? Yes. Families can request IEPs or 504 Plans that include social and emotional supports alongside speech services. Ask your school team about confidence, participation, and self-advocacy goals. Where can I find affordable counseling? Try Open Path Collective for lower-cost sessions, United Way 211 for sliding-scale programs, university clinics supervised by licensed professionals, and local Mental Health America affiliates. Do children’s hospitals offer both speech therapy and counseling? Many do. Search your nearest children’s hospital or use a national directory to find integrated programs that include speech-language therapy and pediatric psychology. Is there a single best therapy for stuttering? No. There is no single best method. Practical support is individualized and often blends speech-language therapy, confidence-building, and mental health counseling to meet your child’s needs. Who can I contact in a crisis? Call or text 988 for the Suicide and Crisis Lifeline or text HOME to 741741 for the Crisis Text Line. If there is immediate danger, call 911. Conclusion At the NSA, we believe in caring for the whole child, including their voice, confidence, and well-being. This directory is a starting point to help families find informed care and a community that understands the stuttering experience. Find an NSA Chapter   Parents & Caregivers Resources   Find a Speech Therapist

Walking into a classroom as an educator who stutters takes courage—and it sends a message to every student: your voice matters, no matter what.  Our guide is designed to support you every step of the way. You’ll find practical tools to manage the everyday challenges of teaching, strategies for confidently leading your classroom, and ideas for advocating for communication diversity in your school.  Beyond the techniques, you’ll discover encouragement to embrace your voice, navigate common obstacles, and inspire your students by showing them that strength comes in many forms. Embracing Your Voice as a Teacher Who Stutters Your voice is powerful. Yes, even when it stutters. Confidence in the classroom comes from preparation, self-trust, and your ability to connect with students.  One way to build confidence is to own your introduction—you can decide whether your stutter comes up right away on the first day or emerges naturally. Practicing key routines out loud, like high-frequency classroom cues, can help ease early nerves. And remember to ground yourself in your expertise; your knowledge, experience, and empathy leave a lasting impression on students. Want more tips on building confidence? Explore our Educator Resources! “My experience as a teacher who stutters has deeply influenced the way I connect with students and contribute to our school community. Stuttering has shaped my teaching style in meaningful ways—it’s taught me patience, intentional communication, and the importance of creating a supportive environment where every voice matters.” – Arianna Gilliam, Special Education Teacher, K-5 Grade “I have always made strong connections with students. I believe that is very important in education. I think showing the connection through my actions is much more important than my stutter.” – Robb Hurt, Dean and Varsity Football Coach “On the very first day of school, I introduce myself to my students and disclose that I am someone who stutters. Showing my students that I have my own hurdles to face on a daily basis and that I experience the same positive and negative emotions shows them that I'm just as vulnerable and human as they are.” – Derek Sutor, Special Education Teacher & Head Varsity Baseball Coach Creating a Respectful Classroom Environment Stuttering invites us to rethink what it means to communicate and teaches students how to truly listen. There are several ways you can help foster respect for everyone.   You can set expectations like “We wait for each other to finish speaking” and “Everyone’s voice matters.” Model curiosity and patience by showing students how to ask questions and respond kindly when someone speaks differently. Incorporate speech diversity into class agreements. “I encourage students to listen actively and with empathy, emphasizing that everyone has a unique voice and story. When students see someone in a leadership role embracing their communication style authentically, it fosters respect and understanding throughout the classroom.” – Arianna Gilliam, Special Education Teacher, K-5 Grade Parent Conversations and Professional Communication Parent-teacher conferences and staff meetings can feel especially vulnerable when you stutter, but preparation and perspective go a long way. Tips for engaging with parents: Keep the focus on student success by leading with your insights, strategies, and care for their child’s growth. If you address your stutter, keep it brief and confident. Rehearse common phrases, which can reduce pressure in high-stakes interactions. Navigating staff meetings: Set the tone with colleagues with a short statement: "I stutter and am happy to answer any questions.” Use written communication when it’s helpful, such as   email summaries or shared notes, which can supplement verbal contributions. “As a teacher who stutters, I’ve developed several strategies that help me feel confident and prepared when speaking in meetings, with families, or during high-pressure moments. Over time, I’ve learned that preparation, mindset, and self-acceptance all play an important role.” – Arianna Gilliam, Special Education Teacher, K-5 Grade “One strategy that I use is volume. I tend to speak more fluently if my volume increases. I also believe that the more prepared you are, the more confident you will be and that will also help you with fluency.” – Robb Hurt, Dean and Varsity Football Coach “Simply put ... knowing that I am able and capable! Feeling comfortable when speaking in those high-pressure moments is not an easy thing to do. Understanding that "perfection" is not the goal, but being able to manage and control your fluency in those moments as best you can is what builds momentum for future situations.” – Derek Sutor, Special Education Teacher & Head Varsity Baseball Coach Including Stuttering and Communication Diversity in the Curriculum Representation is powerful, and as a teacher who stutters, you can expand your students’ understanding of communication. There are simple ways to normalize stuttering in your lessons.  During read-alouds or storytime, you might share books like I Talk Like a River  by Jordan Scott  or A Boy and a Jaguar  by Alan Rabinowitz . Class discussions can include videos  or articles  about public figures who stutter to help spark empathy and awareness. For projects, students can explore the many ways people communicate, from stuttering and sign language to communication devices and bilingualism.  Advice for New Teachers Who Stutter If you’re new to the classroom and wondering how stuttering fits into the world of education, you are not alone. “Embrace your stutter as part of your unique voice rather than something to hide or fix. When you start a new role, it’s natural to feel nervous—especially about speaking—but remember that your value goes far beyond fluency.” – Arianna Gilliam, Special Education Teacher, K-5 Grade “Be open about their stutter. Education is a field that helps people and understands disabilities.” – Robb Hurt, Dean and Varsity Football Coach “You bring more value to the school environment than you realize. You are a great example for students that you are not defined by your situation, but rather how you react to it. Don't be afraid to disclose to people that you are a person who stutters.” – Derek Sutor, Special Education Teacher & Head Varsity Baseball Coach Connect with peers through NSA Connects: Teachers Who Stutter When It Feels Hard: Reframing Tough Moments Even experienced educators who stutter face awkward, painful, or dismissive responses at times. These moments don’t define your worth. But it’s important to remember that you don’t have to explain your stutter, silence from others doesn’t mean they’re judging you, and your presence in the classroom is activism.  “One tough moment I remember was during a staff meeting early in my career when I was presenting a new lesson plan idea. As I spoke, my stutter became more pronounced, and a colleague visibly lost patience, interrupted me by standing up and leaving the meeting.” – Arianna Gilliam, Special Education Teacher, K-5 Grade “I am responsible for school discipline. Many times when I have to meet with parents or speak to them on the phone about a disciplinary issue, I tend to stutter. One parent in particular was screaming at me, and I simply told her, “Miss, I am sorry, but I have a stutter.”  – Robb Hurt, Dean and Varsity Football Coach “In my first school year as the Special Education Department Chair, I had to introduce the paraprofessionals to the entire staff on stage. Up on stage, bright lights, nerves flowing, my anxiousness got the better of me. I simply took it as an experience and focused on the positives: I spoke, introduced 15 people, and built confidence for future opportunities.” – Derek Sutor, Special Education Teacher & Head Varsity Baseball Coach Need community support? Explore our Find an NSA Chapter page  to connect with others. Conclusion You’re not alone and you’re not an exception. You’re part of a community of educators proving that leadership comes in many voices. From explaining photosynthesis to leading morning circle or addressing graduates, your voice has an impact. Lead with clarity and teach in a way that works for you.  Additional Resources Educator Resources NSA Connects: Teachers Who Stutter Stuttering and the Workplace Books on Stuttering for the Classroom