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Dr. Cara Singer, Associate Professor of Speech-Language Pathology at Grand Valley State University When Cara M. Singer, PhD, CCC-SLP , received the National Stuttering Association’s (NSA) Graduate Student Research Award in 2017, she was a doctoral student at Vanderbilt University , deep in the process of preparing her dissertation. Under the mentorship of Dr. Robin Jones and Dr. Melanie Schuele, and with guidance from Dr. Jim Bodfish, she was exploring a fundamental question in the field of speech-language pathology: Why do some children continue to stutter while others recover? Early Curiosity and Groundbreaking Research Her project, “ The Contribution of Cognitive-Emotional and Speech-Language Vulnerabilities to Stuttering Chronicity ,” investigated how different cognitive and emotional factors might contribute to whether stuttering persists in young children. The NSA Research Fund Award helped her purchase an iPad for administering the NIH toolkit—an innovative way to gather data on cognition in children who stutter. “The award was my first funded external grant, which will always be especially memorable for me,” Dr. Singer said. “It gave me the opportunity to collaborate closely with mentors and senior members of our lab as we explored novel factors related to stuttering chronicity.” That early experience not only supported her research, but also helped launch her career as a scientist and educator. From Graduate Student to Tenured Professor: Dr. Cara Singer’s Career in Stuttering Research After completing her PhD in 2019, Dr. Singer joined Grand Valley State University (GVSU) as an assistant professor. Today, she serves as Associate Professor and Graduate Program Director for Speech-Language Pathology—and recently celebrated earning tenure in 2024. Since her NSA-funded project, she’s published twelve peer-reviewed articles and co-authored the fourth edition of “Stuttering: Foundations and Clinical Applications” alongside Ehud Yairi and Carol Seery. Her 2020 publication, “ Attention, Speech-Language Dissociations, and Stuttering Chronicity ” in the American Journal of Speech-Language Pathology , grew directly out of her NSA-supported research, sharing findings that continue to inform the field today. Research that Builds Confidence and Resilience At GVSU, Dr Cara Singer teaches undergraduate and graduate coursework in stuttering and supervises clinical students. Her current research focuses on building resilience in young children who stutter through bibliotherapy, a creative, therapeutic approach that uses stories to help children navigate their experiences and emotions. “I hope my work helps improve the support we provide to people who stutter and their families,” she says—a goal that continues the same spirit of curiosity that began with her very first research award from the NSA.

Understanding and Dispelling Common Misconceptions Stuttering is a frequently misunderstood speech difference. Research shows that stuttering is a neurological condition  that affects the coordination of speech production, creating interruptions known as disfluencies. Despite decades of research and advocacy, many myths persist. When these misconceptions go unchallenged, they can lead to bias, stigma, and even self-doubt among people who stutter.Here are some of the most common myths — and the facts that replace them with truth. Myth 1: People Stutter Because They Are Nervous Fact:  Nervousness does not cause stuttering. While anyone can become slightly disfluent when anxious, people who stutter experience speech differences rooted in brain function, not emotion. A person who stutters may feel nervous because  they stutter, not the other way around. Myth 2: People Who Stutter Are Shy or Lack Confidence Fact:  People who stutter can be confident, outspoken, and assertive. They may occasionally hesitate to speak because of past negative experiences, but personality traits like shyness do not cause stuttering. Many successful leaders, educators, and advocates stutter and use their voices with strength and authenticity. Myth 3: Stuttering Is Psychological or Caused by Trauma Fact:  Stuttering is not a psychological disorder. Although emotions can influence how stuttering feels, the condition itself is neurological. A rare subtype known as functional stuttering  may result from psychological trauma, but developmental stuttering —the most common form—is not caused by mental health factors. Therapy often includes counseling to address the emotional effects, not because emotion caused the stuttering. Myth 4: People Who Stutter Are Less Intelligent Fact:  Intelligence has nothing to do with stuttering. People who stutter excel as scientists, educators, writers, and professionals across every field. Fluency does not determine intelligence, creativity, or leadership. Myth 5: Stuttering Is Caused by Bad Parenting Fact:  Parenting does not cause stuttering. While family stress may temporarily affect how often stuttering occurs, it is not the root cause. Stuttering develops from genetic and neurological factors, not from anything parents did or did not do. Myth 6: Stuttering Is a Habit That Can Be Broken Fact:  Stuttering is not a habit and cannot simply be “unlearned.” It is a neurodevelopmental speech difference. Many people continue to stutter throughout life even with therapy, though their comfort and confidence often improve dramatically. Myth 7: Children Imitate Stuttering Relatives Fact:  Stuttering is not contagious. Children do not start stuttering by copying others. Because stuttering has genetic components, it may appear in multiple family members, but that is due to shared genes, not imitation. Myth 8: Switching Handedness Causes Stuttering Fact:  This belief was common a century ago but has been disproven. While forcing a left-handed child to switch hands can cause stress, it does not cause stuttering. Studies since the 1940s have found no scientific link between handedness and stuttering onset. Myth 9: Labeling a Child a “Stutterer” Makes It Worse Fact:  Talking about stuttering does not cause or increase it. This idea came from a discredited 1939 study known as the Monster Study . Open , age-appropriate conversations about stuttering help children understand their experiences, build confidence, and advocate for themselves. Myth 10: People Should Avoid Talking About Stuttering Fact:  Discussing stuttering is helpful. Avoiding the topic can increase shame or confusion. When adults speak openly and neutrally about stuttering, children learn that it is acceptable to talk about how they feel and to stutter without fear. Myth 11: Bilingualism Causes Stuttering Fact:  Learning multiple languages does not cause stuttering. Bilingual children may show temporary disfluencies while developing two languages, but this is a normal part of language growth. In fact, bilingualism supports cognitive and social development and should be encouraged. Myth 12: People Who Stutter Need to Slow Down Fact:  Stuttering is not caused by speaking too quickly. Telling someone who stutters to “slow down” is unhelpful and often increases pressure. People who stutter may simply need extra time to express their thoughts. The best way to support them is to listen patiently and focus on what they are saying, not how they are saying it. Breaking Down the Myths These are only a few of the myths that continue to surround stuttering. Dispelling them begins with understanding the facts. To learn more, visit the Facts About Stuttering  page for accurate, research-based information. References National Institute on Deafness and Other Communication Disorders (NIDCD). (2023). Stuttering. Tichenor, S. E., & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter.   Journal of Speech, Language, and Hearing Research, 62 (12), 4356–4369.) Yairi, E., & Ambrose, N. (2013). Epidemiology of stuttering: 21st century advances.   Journal of Fluency Disorders, 38 (2), 66–87.) Last Updated:  October 2025 Author:  National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP and Jacqueline Toscano, SLP.D. CCC-SLP and Caitlin Franchini, MS, CCC-SLP and Megan M. Young, ABD, CCC-SLP

Understanding the Facts and Changing Perceptions The more we understand stuttering, the better we can educate others about it. The National Stuttering Association works with leading speech-language pathologists and researchers to provide reliable, up-to-date information about this communication difference. Here are some of the most important, research-supported facts about stuttering. When and How Stuttering Begins Stuttering typically begins between the ages of two and five , when children’s language skills are rapidly developing. About five percent of children  experience a period of stuttering, though only around one percent of people worldwide  continue to stutter long-term. The onset can be gradual or sudden. Early intervention from a speech-language pathologist (SLP) can help families build confidence and respond supportively. What Stuttering Looks and Feels Like Stuttering involves involuntary speech interruptions  called disfluencies . These may include: Sound or syllable repetitions (“n-n-no,” “wha-wha-whatever”) Single-syllable word repetitions (“my my my”) Sound prolongations (“ssssun”) Blocks — moments when no sound comes out (“…you”) People who stutter may also show physical tension or secondary movements such as eye blinks or facial twitches. The sensation can feel like a loss of control, often leading to frustration or fear of speaking, especially if listeners react impatiently. Genetic and Neurological Influences Research shows that stuttering often runs in families and is influenced by genetics. Brain-imaging studies reveal differences in the areas of the brain that coordinate language, timing, and motor control. These neurological differences confirm that stuttering is a neurodevelopmental speech condition , not a learned behavior or psychological problem. Children do not “pick up” stuttering by hearing someone else stutter. For more insight, visit Causes of Stuttering . Variability Is Normal Stuttering naturally changes over time  and across situations. A person who once repeated sounds may later experience more blocking or prolongations. Some days speech may feel easier, while other days are more effortful. This variability is normal and reflects how dynamic communication truly is. Periods of fluency do not mean stuttering has disappeared, and moments of struggle do not mean failure. Who Is Affected by Stuttering Stuttering occurs in every language and culture around the world. It affects more males than females  — roughly two boys for every girl in childhood and four men for every woman in adulthood. About eighty percent of children  who begin to stutter will recover naturally. Those who continue into their school years are more likely to stutter as adults. Multilingual speakers often stutter in all their languages, though it may appear differently in each one. For instance, repetitions may occur more in one language and blocks in another. All of these differences are valid and normal. Avoidance and Emotional Impact Some people who stutter try to hide it by changing words, talking quickly, or avoiding situations where speaking feels difficult. Although these behaviors may help in the moment, they can increase stress and reduce the joy of communication. Therapy should address both the physical and emotional  aspects of stuttering, supporting confidence, openness, and authentic self-expression. The Experience Beyond Speech For people who stutter, the visible speech differences are only part of the story. The emotional, social, and psychological impact can be just as significant. Supportive peers, understanding listeners, and community connection all help reduce stigma and build resilience. The NSA provides safe spaces and education to ensure that people who stutter feel valued and understood. Explore our Local Chapters  to connect with others who share your experience. People Who Stutter Are Effective Communicators People who stutter can be confident, engaging, and powerful speakers. Fluency is not a measure of intelligence or ability. With patience and understanding from listeners, communication can be clear, meaningful, and impactful — stuttering and all. Learn more about therapy and support options on our Stuttering Treatment Options  page. Why Knowing the Facts Matters Understanding the facts helps replace myths with truth. It encourages patience, empathy, and inclusion in classrooms, workplaces, and communities everywhere. When we share accurate information, we help build a world that listens and understands. Continue learning on our Myths About Stuttering  page. References Smith, A., & Weber, C. (2017). How stuttering develops: The multifactorial dynamic pathways theory.   Journal of Speech, Language, and Hearing Research, 60 (9), 2483–2505. Yairi, E., & Ambrose, N. (2013). Epidemiology of stuttering: 21st century advances.   Journal of Fluency Disorders, 38 (2), 66–87. Tichenor, S. E., & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter.   Journal of Speech, Language, and Hearing Research, 62 (12), 4356–4369. National Institute on Deafness and Other Communication Disorders (NIDCD). (2023). Stuttering. Last Updated:  October 2025 Author:  National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP and Jacqueline Toscano, SLP.D. CCC-SLP

While there is currently no cure  for stuttering that works consistently across time and for all people, there are many evidence-based options that help individuals communicate more comfortably and confidently. Therapy may focus on communication confidence, desensitization to stuttering, mindfulness, speech modification, or stuttering acceptance . Because every person’s experience is unique, effective treatment must be tailored to the individual —what helps one person may not help another. There Is No Cure for Stuttering No single technique, device, or medication can “cure” stuttering. People who continue to stutter beyond early childhood will likely do so, to some degree, throughout life. Stuttering is a neurophysiological speech difference , not a behavioral habit to break. Although people who stutter speak differently, they are fully capable of being effective communicators —without forcing unnatural effort or discomfort in speech. Therapy success lies in building confidence and reducing the struggle, not in eliminating stuttering completely. Therapy for Young Children Early intervention is key. When stuttering is identified in a young child, referral to a qualified speech-language pathologist (SLP)  is recommended for a comprehensive evaluation. This assessment should consider not only observable behaviors but also the child’s emotional reactions, frustration, and self-perception. Early therapy can: Encourage positive attitudes  toward communication Teach families how to respond supportively Reduce avoidance or fear of speaking situations Foster self-advocacy  and confidence Although early intervention may not determine whether stuttering persists, it can profoundly shape how children feel about speaking  and their long-term resilience. Fluency Shaping Fluency shaping  aims to modify speech patterns to promote smoother speech. An SLP teaches techniques such as gentle onsets, controlled breathing, and slower rates of speech. Some programs also use assistive devices , such as Delayed Auditory Feedback (DAF) , to help speakers adjust timing. While some people find fluency-shaping methods useful, others may struggle to maintain them over time. Because these programs focus primarily on eliminating stuttering, they can overlook the emotional and psychological aspects  of communication, which are often central to long-term success. Stuttering Modification Developed by Charles Van Riper , this approach focuses on modifying moments of stuttering  to make them easier, shorter, and less tense. An SLP helps clients: Identify disfluencies when they occur Reduce physical tension during speech Confront fears of speaking Develop comfortable speech patterns  that feel natural Stuttering modification combines counseling, education, and desensitization to reduce anxiety around speaking. Rather than striving for perfect fluency, it empowers individuals to stutter openly and without fear , fostering comfort and self-acceptance. (See Medina et al., 2020 for related support group motivation findings.) Stutter-Affirming Therapy Approaches Stutter-affirming therapy  views stuttering as a natural part of human communication , not a defect to fix.This approach promotes autonomy, acceptance, advocacy, and pride. Goals include: Choosing when and how to speak  comfortably Voluntary stuttering  and self-disclosure  to reduce fear Building peer connections  with others who stutter Developing communication competence  beyond fluency metrics By focusing on self-acceptance and identity, these approaches help clients redefine success: not in terms of fluency, but in confidence and connection . (Constantino, 2023 outlines the principles of stutter-affirming therapy.) Alternative Stuttering Treatments Alternative methods—ranging from vitamins and motivational programs to medications or Botox—have been explored by people seeking fluency. However, scientific support is limited . A National Stuttering Association survey (2002) revealed that adults who stutter have tried an extraordinary variety of treatments, often with inconsistent results. Before considering any non-clinical method, review it critically  and consult an SLP. There is no evidence-based cure  for stuttering—beware of products promising one. Read more on our Alternative Treatments for Stuttering  page. What Makes Treatment Successful? Successful therapy is person-centered . It aims to: Reduce negative emotions and communication stress Improve participation in daily life Strengthen self-advocacy and family support Enhance quality of life rather than fluency alone An SLP may combine multiple approaches—fluency shaping, stuttering modification, mindfulness, and counseling—to meet each client’s unique needs. Choosing to enter therapy is a personal decision. The NSA provides resources and referrals through our Find a Speech Therapist  page. Support Groups Make a Difference Stuttering support groups, such as our Local NSA Chapters , provide vital connection and encouragement. Benefits include: Speaking freely without judgment Sharing lived experiences Gaining confidence and new perspectives Discovering that you are not alone Research has shown that peer support programs—such as the NSA Conference and Camp Dream. Speak. Live. —enhance confidence and communication comfort. To Sum It Up The success of treatment depends on individual goals, attitudes, and support . There is no single path to fluent or confident communication. What matters most is that treatment—formal or community-based—helps improve quality of life  for each person who stutters. Regardless of where you are in your journey, remember: If You Stutter, You’re Not Alone. References Medina, A. M., Almeida, N., Amarante, K., Martinez, N., & Prezzemolo, M. (2020). Adults Who Stutter and Their Motivation for Attending Stuttering Support Groups: A Pilot Study.   Perspectives of the ASHA Special Interest Groups, 5 (1), 142-154. Constantino, C. D. (2023). Fostering positive stuttering identities using stutter-affirming therapy. Language, Speech, and Hearing Services in Schools, 54(1), 42–62.  Byrd, C. T., Winters, K. L., Young, M., Werle, D., Croft, R. L., Hampton, E., Coalson, G., White, A., & Gkalitsiou, Z. (2021). The communication benefits of participation in Camp Dream. Speak. Live.: An extension and replication. Seminars in Speech and Language, 42(2), 117-135.  Original material provided by: Leslee Dean, M.A. (Latin American Studies), MS-SLP student at Florida International University, and Angela M. Medina, Ph.D., CCC-SLP.Revisions provided (01 / 2024) by Caitlin Franchini, MS, CCC-SLP, and Megan M. Young, ABD, CCC-SLP. Last Updated:  October 2025 Author:  National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP and Jacqueline Toscano, SLP.D. CCC-SLP

Understanding Stuttering: A Neurological Speech Difference Stuttering  is a natural variation in speech  in which the timing and flow of spoken language include moments of repetition, prolongation, or blocking  of sounds and words. These moments are simply examples of the many ways humans produce speech. Stuttering  is a natural variation in speech characterized by interruptions—known as disfluencies —in the timing and flow of spoken language. These may appear as repetitions, prolongations, or blocks of sounds and words. Research confirms that stuttering is a neurological and physiological difference , not caused by nervousness, trauma, or parenting style. It affects people of all backgrounds and can vary in frequency or intensity depending on context and communication pressure. When supported with education and acceptance, people who stutter can communicate effectively and confidently—whether or not they are fluent. Common Features of Stuttering SLPs typically identify three primary disfluency patterns: Repetitions:  repeating sounds, syllables, or words (e.g., “I-I-I want to go”). Prolongations:  stretching a sound (e.g., “ssssun”). Blocks:  pauses or stoppages when speech momentarily halts. Stuttering can also include physical movements   (such as eye blinks, facial tension, or body shifts) and emotional responses  (such as frustration or anxiety). These reactions stem from social experiences , not from stuttering itself. Types of Stuttering Although each person’s speech pattern is unique, stuttering is often described based on how and when it begins: Childhood-Onset Stuttering The most common type, appearing between ages 2–5 as children develop speech and language skills ( Yairi & Ambrose, 2013 ). Neurogenic Stuttering  May follow neurological events such as a stroke, brain injury, or degenerative disease ( Theys et al., 2024 ). Functional Stuttering  A rare subtype linked to psychological or emotional events rather than neurological causes ( NIH, n.d. ). What Causes Stuttering? The exact cause of stuttering  is complex, involving differences in brain structure and function that affect timing, motor control, and language coordination. Studies show that stuttering may be hereditary , as many people who stutter have relatives with similar speech patterns (Kang et al., 2010). Brain imaging has also revealed differences in how people who stutter process auditory feedback and plan motor speech movements. Emotional factors, stress, or environmental influences can impact when and how often stuttering occurs, but they do not cause  stuttering. Learn more about the science behind it on our Causes of Stuttering  page. Can Stuttering Be Cured? There is no universal cure  for stuttering. While many children recover naturally, others continue to stutter into adulthood. Therapy helps people who stutter communicate comfortably and effectively—without striving for perfect fluency. Successful approaches include: Building confidence  in communication Reducing physical effort and tension Encouraging self-advocacy and stutter-affirming perspectives Expanding speaking choices  to reduce avoidance and shame People who stutter benefit greatly from combining professional therapy with community support. The NSA’s Local Chapters   offer connection, acceptance, and peer learning opportunities. How Common Is Stuttering? Around 5% of children  experience stuttering at some point in development. Roughly 1% of adults  continue to stutter throughout life. Stuttering occurs three to four times more often in males  than in females. About 65–80% of children  recover naturally within two to three years. Stuttering exists across all cultures and languages , and its expression can differ depending on linguistic context or emotional environment. Why Understanding Stuttering Matters Understanding stuttering as a neurological speech difference —not a behavior to fix—helps SLPs and caregivers provide effective, compassionate support. Stuttering therapy should focus on: Enhancing communication comfort Reducing stigma and fear Supporting authentic expression  over forced fluency By adopting this person-centered perspective, clinicians and communities help people who stutter thrive as confident communicators. Next Steps for Clinicians Explore Stuttering Treatment Options  for therapy approaches and techniques. Attend the NSA Annual Conference  for professional education and CEUs. Join a Local Chapter  to better understand the lived experience of stuttering. Collaborate with peers via Find a Speech Therapist . References American Speech-Language-Hearing Association. (n.d.). Stuttering . https://www.asha.org/public/speech/disorders/stuttering/ Boyle, M. P. (2013). Psychological characteristics and perceptions of stuttering of adults who stutter with and without support group experience. Journal of Fluency Disorders, 38 (4), 368–381. https://doi.org/10.1016/j.jfludis.2013.09.001 Kang, C., Riazuddin, S., Mundorff, J., Krasnewich, D., Friedman, P., Mullikin, J. C., Drayna, D., & the NIDCD Genetics of Stuttering Consortium. (2010). Mutations in the lysosomal enzyme–targeting pathway and persistent stuttering. The New England Journal of Medicine, 362 (8), 677–685. https://doi.org/10.1056/NEJMoa0902630 National Institute on Deafness and Other Communication Disorders. (2023, August 18). Stuttering . https://www.nidcd.nih.gov/health/stuttering National Institutes of Health. (n.d.). Functional neurological disorder . https://www.ninds.nih.gov/health-information/disorders/functional-neurological-disorder The Michael Palin Centre for Stammering. (n.d.). What causes stammering? https://michaelpalincentreforstammering.org/learn-about-stammering/what-causes-stammering/ Theys, C., van Wieringen, A., & De Nil, L. F. (2024). A review of neurogenic stuttering: Diagnosis and treatment. Journal of Fluency Disorders, 79 , 106006. https://doi.org/10.1016/j.jfludis.2024.106006 Tichenor, S. E., & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter. Journal of Speech, Language, and Hearing Research, 62 (12), 4356–4369. https://doi.org/10.1044/2019_JSLHR-19-00137 Yairi, E., & Ambrose, N. G. (2013). Epidemiology of stuttering: 21st century advances . Journal of Fluency Disorders, 38(2), 66–87. https://doi.org/10.1016/j.jfludis.2012.11.002 Last Updated:  October 2025 Author:  National Stuttering Association Marketing & Education Team with contributions from Nicole Kulmaczewski, MS, CCC-SLP and Jacqueline Toscano, SLP.D. CCC-SLP

Being a mom means doing it all—caring, protecting, teaching, cheering on—and sometimes doing it all at once. But for moms who stutter, or moms raising children who stutter, that journey comes with its own layers. National Stuttering Association (NSA) Moms At the National Stuttering Association, we often hear from moms navigating a mix of emotions (like pride, fear, guilt, and empowerment) as they learn, grow, and find their voices right alongside their kids. This blog is a space for them. The Silent Weight: Stuttering & Parenting For moms who stutter, parenthood can bring renewed awareness to their speech. Suddenly, it’s not just about them anymore. It’s modeling communication for their child. And that can stir up old insecurities or new fears. "Becoming a mother absolutely changed my relationship with my stutter. For many years, my stutter and I had an understanding. We knew what words, sounds, settings, and even cadences would make us stutter. We were one—I was my stutter, and my stutter was me. Then came my daughter, and suddenly, my stutter betrayed me. We were no longer one. I began to stutter on my own name, on sounds that were previously effortless, in situations where I once felt completely in control. Strength to me, as a mom who stutters, means being sure of my voice. As parents—especially when your child is an infant—you are their voice. That’s a difficult thing to be when you don’t always trust your own." — Alicia Vasquez, mother who stutters Other moms carry a different weight: the guilt of wondering if they somehow caused their child’s stutter or if they’re doing enough. But we want to make it perfectly clear that you did nothing to cause your child to stutter. Stuttering is a neurological condition—definitely not the result of parenting.  And love, not fluency , is what helps children thrive. “[My daughter] was evaluated in kindergarten. The SLP told me her stutter was developmental and would eventually go away, which I discovered later was false hope. Neither one of us knew if fluency was going to be available. Around the age of 10, her stuttering became more noticeable. I saw her struggling to express herself. I didn't know what to do for her; we both wanted it to go away. Then I became concerned about her future. How will she be able to navigate high school? What accommodations are available to her if she attends a university? All of the questions regarding career options and relationships.” — Jamie Saunders-Anglin, mother of a 16-year-old who stutters ‘I Stutter, Too’: Breaking the Cycle of Shame When parents talk about their own stuttering journey, they give their child a mirror—one that reflects strength and resilience instead of shame and embarrassment. “I want my children to look at me and know that it’s okay to be themselves. I hope they see the compassion and understanding I try to live by —and carry those values into their own lives. If my children grow up to stutter, I hope they see it as a non-issue because they’ve watched their mother be so sure of her own voice.” — Alicia Vasquez By owning and being proud of who they are, these moms help their children who stutter feel less alone. Moms also begin to rewrite their own internal narrative—not as someone who must hide or fix who they are, but as someone who leads with courage. Raising Children Who Stutter: A Different Kind of Advocacy For moms of children who stutter, advocacy becomes a daily practice—whether that be at school, at doctor’s appointments, or even in the grocery line when a stranger comments on their child’s speech. “As parents—especially when your child is an infant—you are their voice. That’s a difficult thing to be when you don’t always trust your own. Parenthood puts you in countless situations where you must communicate with authority figures—for us, that often means doctors. It takes a special kind of strength to make sure I’m doing right by my baby: speaking up, asking questions, voicing my opinions, and having the courage to request a second opinion when needed.” — Alicia Vasquez National Stuttering Association (NSA) moms often tell us that one of the hardest parts isn’t dealing with the stutter; it’s educating others. But every time a parent stands up for their child, it reduces age-old stuttering stigma and builds a path for others to follow. “Everything I've learned about stuttering has nothing to do with genetics. I learned that stuttering can be intimidating. As a parent of a child who stutters, I wanted to control the power it has over my daughter. In the beginning, I felt powerless. Then I remembered my daughter and I are wonderfully made by God. I was on a mission to make safe spaces for PWS. Being a stuttering ally has taken me out of my comfort zone. My voice matters too. I don't have to walk through this journey alone.” — Jamie Saunders-Anglin Finding Belonging Through the NSA Many people describe their first NSA event as life-changing. For some, it’s the first time they’ve met another person who stutters. For moms, it’s the first time they’ve felt their child be heard and  seen.  "Being a mom who stutters to a child who also stutters is truly special. It's an amazing bond we share—one built on understanding and acceptance. When my son started stuttering, I was very concerned as I didn’t want him to feel embarrassed about or hide his stuttering the way I did. Thanks to my many years of involvement with the NSA, I’ve been able to support him with the right resources. We’ve both found community, support, and lifelong friendships. My son doesn’t let stuttering stop him from being his authentic self—and his confidence has inspired me to become more open and accepting of my own stuttering." — Cathy Maciejewski, mom who stutters to 12-year-old who stutters Whether attending an NSA Family Chapter meeting, sharing stories in a virtual Parents & Caregivers meetup, or reading blogs like this one, community is truly everything. The NSA isn’t just here for people who stutter—it’s also here for the people who stand by and love them. “Her stutter hasn’t held her back—it’s helped her find her voice. She’s raised money to donate books about stuttering to every elementary school in our district. She’s taught her classmates and teachers what it really means to speak with courage. And she’s connected with some of the most amazing people on earth—the stuttering community. The kindness, warmth, and support we’ve found there have been life-changing for Ava and our entire family." — Sarah Louis, mother of a 9-year-old who stutters What NSA Moms Want You to Know Here’s what we’ve heard time and time again from the incredible moms in our community: You’re not failing. Stuttering is not a reflection of parenting quality. You are your child’s anchor. Your belief in them—even when it’s silent—is felt. You’re allowed to grieve, learn, and grow. There’s no perfect roadmap. You don’t have to do it alone. Whether you stutter or your child does, there’s a whole community here waiting to support you. "My daughter’s stutter isn’t something to fix. It’s something to celebrate." — Sarah Louis “Just breathe. Don't panic! You can't climb this mountain by yourself. You might become emotionally exhausted from thinking about how you're going to ‘fix’ everything. Put those hiking boots back in the closet. Go get your sneakers, go for a walk, and focus on accepting that you're a parent of a child who stutters. You are not alone. Please ask for help. The NSA has got your back. Believe me, I needed someone to listen and cry with me. Someone who actually knew what I was going through. Find an NSA Chapter for you. Yes, help for you! Best compliment I have ever received, ‘Mom, home was the only place my stutter didn't matter.’ Please make your home a safe place to stutter.” — Jamie Saunders-Anglin Your Story Matters, Too Motherhood and stuttering are both deeply personal journeys—but they don’t have to be lonely ones. If you’re a mom navigating this path, we honor your story and invite you to share it. Your voice could be the one that helps another mom breathe a little easier. Are you a mom who stutters or raising a child who does? We’d love to hear your story. Submit your reflections  or join our parent events here. 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The National Stuttering Association® (NSA)  is proud to be the largest stuttering support organization in the world — but we are not alone in this mission. Around the globe, countless organizations are dedicated to supporting people who stutter (PWS), their families, and the professionals who work with them. From specialized therapy programs and advocacy networks to youth camps and online communities, these associations share one goal: to empower people who stutter to speak freely, connect deeply, and live authentically. Below is a collection of national and international stuttering organizations and resources  that offer education, community, and inspiration. Please note that this is not a complete list, but rather a sampling of the many incredible groups doing this work. U.S.-Based Stuttering Organizations American Board of Fluency and Fluency Disorders (ABFFD) Speech-language pathologists who hold Board Certification in Fluency Disorders (BCS-F)  have completed advanced training and clinical experience in working with people who stutter. You can find a list of certified specialists at stutteringspecialists.org . American Institute for Stuttering (AIS) With offices in New York City  and Atlanta, GA , AIS provides individualized and group therapy in-person and online. Their approach integrates avoidance reduction, mindfulness, stuttering modification, and cognitive-behavioral principles. They also offer one-week immersion programs and themed workshops. Financial assistance is available for clients in need. stutteringtreatment.org American Speech-Language-Hearing Association (ASHA) ASHA is the national professional association for speech-language pathologists and audiologists. Its Special Interest Division 4: Fluency and Fluency Disorders  is dedicated to advancing research, education, and treatment for stuttering. asha.org A Free Voice Founded in 2018, A Free Voice  is a U.S.-based nonprofit led by people who stutter and others with speech differences. Through local workshops and public awareness campaigns, it aims to challenge stigma, promote acceptance, and build understanding. AFreeVoice.org FRIENDS: The National Association of Young People Who Stutter FRIENDS creates a loving, empowering space for children and teens who stutter, their families, and speech-language pathologists. Programs include annual conferences, regional workshops, and parent support sessions. friendswhostutter.org SAY: The Stuttering Association for the Young SAY’s mission is to empower young people who stutter and inspire the world to listen with compassion and respect. SAY offers creative arts programs, summer camps, and storytelling opportunities where every voice is valued. say.org Spero Stuttering Spero provides education, advocacy, and community engagement to support individuals and families affected by stuttering. Their focus includes equipping professionals with resources to better serve the stuttering community. sperostuttering.org Stuttering Foundation of America (SFA) The SFA offers free resources, books, videos, and educational materials for people who stutter and professionals. It also supports research and advocacy efforts aimed at understanding and destigmatizing stuttering. stutteringhelp.org International Stuttering Organizations British Stammering Association (BSA) Also known as Stamma , the British Stammering Association is the leading UK organization run by and for people who stammer. It provides advocacy, community programs, and a national helpline. stammering.org Canadian Stuttering Association (CSA) CSA is a volunteer-driven nonprofit that promotes awareness, education, and support for people who stutter and their families across Canada. stutter.ca International Stuttering Association (ISA) The ISA unites stuttering associations from around the world to foster understanding, share resources, and collaborate on initiatives like International Stuttering Awareness Day (ISAD) . stutterisa.org Philippine Stuttering Association (PSA) The Philippine Stuttering Association  is a nonprofit community dedicated to promoting acceptance, education, and awareness for people who stutter in the Philippines. Through workshops, support meetings, and outreach, PSA provides safe spaces for individuals and families to connect and share their experiences. facebook.com/PhilippineStutteringAssociation Lebanese Stuttering Association (LSA) The Lebanon Stuttering Association , (an affiliate of the National Stuttering Association) supports people who stutter and their families throughout Lebanon. The organization promotes stuttering awareness, peer connection, and advocacy through both in-person and virtual programs, helping individuals build confidence and find community. Online Communities, Podcasts & Personal Projects Make Room for the Stuttering / Women Who Stutter: Our Stories Created by a person who stutters, this blog and podcast explore the many ways stuttering intersects with identity, resilience, and empowerment. Women Who Stutter: Our Stories  provides a unique space for women to share their experiences and voices. stutterrockstar.com Passing Twice A supportive network for LGBTQIA+ people who stutter and their allies. Passing Twice  builds community through shared stories, online discussions, and annual meetups. passingtwice.org StutterTalk A long-running podcast that features open, honest conversations about stuttering. The hosts—people who stutter themselves—interview community members, experts, and advocates around the world. stuttertalk.com Stutter Social An innovative online community that connects people who stutter through virtual hangouts. Participants meet via video to practice communication, share stories, and form lasting friendships. stuttersocial.com Stuttering may be a shared experience, but each person’s journey is unique. Whether you’re searching for a therapist, peer group, or advocacy network, these organizations offer meaningful opportunities to connect, learn, and grow. The National Stuttering Association®  encourages you to explore these resources, find a community that feels right for you, and remember: if you stutter, you are not alone. Visit WeStutter.org  to find an NSA Chapter near you or join one of our virtual support meetings today.

How families talk about stuttering—whether intentional or not—shapes how children who stutter feel about their voices, their worth, and their ability to communicate. If there’s one thing children are good at, it’s internalizing (even when something has nothing to do with them, such as divorce). So if a child repeatedly hears or sees from others, even implicitly, that stuttering is bad, that it’s something to fix or hide, they may begin to internalize feelings and beliefs of shame and defectiveness. This can lead to anxiety, complete avoidance, or overwhelming reluctance to speak in certain situations for the sake of self-preservation.  On the other hand, if stuttering is treated as a natural part of a child's speech, they can begin to feel confident in who they are. This can help develop healthy internal narratives around stuttering and encourage them to speak up in all situations.  Reframing how we talk about stuttering is a significant first step toward creating a more supportive home environment. Here’s how to start.  Affirming Language You Can Use Small but mindful shifts in language can significantly impact your child who stutters for the better. Affirming phrases tell them they are valued and supported as a person, regardless of how quickly they speak. Here are some examples: “Take a deep breath.” → “I’m listening. Take your time.” “Slow down.” → “Thanks for sharing that with me.” “You stuttered, let’s try that again.” → “That was a great thought.” “You don’t have to talk.” → “You’re welcome to speak however you like.” “When Liam speaks with strangers, I will nod along as he talks, which signals to him that he’s OK. If people finish his sentence for him, I’ll often say, ‘Hm, maybe. Liam, is that what you wanted to say?’ By asking curiously, it cues the listener that maybe he didn’t get to say what he intended and gently points out that they interrupted him.” — Katie Aus, mother of Liam, a 13-year-old person who stutters You are your child’s biggest role model and example. You are showing them how they should be treated. These phrases communicate patience and respect. They help children understand that their voice is welcome in all conversations. Building a Supportive Communication Environment A truly supportive environment isn’t defined by fluency—it’s rooted in building confidence and fostering meaningful communication. And that kind of environment matters everywhere: at home, in the workplace, among friends, and beyond.  Here are some strategies to help create safe and empathetic communication at home: Model calm conversation. When conversations feel calm and unhurried, it can be easier for your child to participate without feeling rushed to respond. Practice full-body listening. Give your child your full attention. Maintain eye contact, nod, and show that you are engaged. Avoid interrupting or finishing their sentences as much as possible.  Celebrate ideas, not delivery. Focus on what your child says. Express interest in their ideas, observations, and stories without commenting on how they speak. Avoid praising them for their fluency. Validate the emotions. If your child appears frustrated or upset, acknowledge and validate that. Say things like “That sounded hard” or “I understand that was frustrating for you” without immediately trying to fix it. Stuttering can, and often does, affect more than just someone’s speech. It may impact how a child relates to peers and how they express themselves in different situations. Your consistent support can build their emotional resilience and self-trust, which are absolute must-have traits for anyone who stutters. “Connecting Liam with the NSA through the Annual Conference has had the biggest impact on his becoming more comfortable with his speech. I often remind him that just like he had never met anyone who stuttered before the Conference, when people interact with him, he might be the first person they’ve met who stutters. I remind him that it’s normal for people to be curious and to use their questions to tell people what he’d like them to know about stuttering.” — Katie Aus What If You Stutter Too? Some parents of children who stutter are people who stutter themselves. If that’s you, you may carry your own memories of struggle, shame, or being totally misunderstood. You may still be working through those feelings and memories—and that’s actually completely normal. Your experience is valuable. If you feel ready, sharing your story with your child can be extremely helpful in helping them feel less alone in their stuttering experience. It also models self-acceptance and can create a strong foundation of shared understanding.  “I grew up surrounded by stuttering in my family—both my dad and my brother stutter. Because of that, I never felt completely alone in my experience. My family always reminded me that I was more than my stutter and that it didn’t define my abilities. I also learned from them that I am an effective communicator, even if I don’t sound like the ‘typical’ speaker. That support helped me embrace my voice with pride and confidence.” — Glorida Urrego, a person who stutters You don't need to have everything figured out to be a great parent! Being open and willing to grow matters more than you know. “I’m a parent who stutters and the mother of a 4-year-old boy. Stuttering isn’t something we’ve had a big conversation about—it’s just a natural part of who I am. Sometimes he corrects me, and that’s okay. I simply tell him, ‘That’s how Mommy talks.’ I don’t feel the need to point it out or label it—he understands that my stutter is just one piece of me. My hope is that through this, he learns empathy, patience, and compassion for others.” — Dana Koprowski, a parent who stutters What Matters Most Children who stutter do not need perfect words. They need people who listen. They need to know that they are safe to speak as they are. They need to know that their thoughts are worth hearing and that the worth of their voice is not defined by fluency. “I create a sheet for his teachers with ways they can help him be successful in school. In the younger grades, we did little gifts for his classmates who advocated for him. He had an IEP when he was in public school and I made sure that all of his accommodations were included and focused on acceptance instead of strategies.” — Katie Aus Reframing how stuttering is talked about at home is one of the most impactful steps a parent can take. It turns communication into a space of belonging. You have the power to make that difference.  The National Stuttering Association (NSA)  supports you every step of the way. Click here for helpful information about stuttering and tailored resources for parents and families!

Understanding the IEP Process The Individualized Education Plan (IEP) process is essential for children who stutter to receive appropriate support in school. An IEP is developed through a thorough evaluation of the child's needs by school professionals. It includes specific goals and accommodations to support the child's educational progress. Transitioning from Elementary to Middle School As kids transition from elementary school to middle school, it's crucial for parents to ensure their child's speech therapy model adapts accordingly. Here are some tips: Early Advocacy:  Parents should get to know their school Speech-Language Pathologist (SLP) early and advocate for their child effectively. Education:  Learn as much as possible about stuttering to be an informed advocate. Teamwork:  Work collaboratively with the SLP, sharing information and discussing available treatments. The Importance of Annual IEP Reviews The IEP is reviewed annually to assess the child's progress and set goals for the next year. Ideally, this review includes both the elementary and middle school SLPs and teachers. A second transition meeting before or just after the start of middle school can help address changes in the child's stuttering and set appropriate goals for the new school year. Transitioning from Middle School to High School The transition to high school is different, as students are more mature and seek independence. Here are some tips: Involvement:  Teens should be actively involved in decisions about their therapy and goals. Support:  Parents can encourage and advise, but the teen's choices should be respected. Introduction:  Arrange a meeting with the high school SLP to discuss the student's interests, activities, and concerns about stuttering. How Often is an IEP Reviewed? IEPs are reviewed annually and progress is reported quarterly. Goals must be measurable, and progress should be documented. The IEP can carry over to the next school year, but it must be renewed before the end of 12 months. Each school district has procedures for managing student files, which may vary. The Role of Home Practice The emphasis on home practice depends on the child's age and therapy goals. For young children not yet working on speech fluency, home practice may not be necessary. For school-age children, some home practice can support generalization and help parents understand therapy. For adolescents, emphasis on fluency techniques may not be helpful. Instead, parents should focus on communication and provide a supportive environment. Identifying Outdated or Ineffective Therapy Models Effective treatment for children who stutter should balance fluency with goals for improving communication and reducing the burden of stuttering. If therapy focuses solely on fluency, it may be inappropriate. Parents and clinicians should ensure that therapy goals address the child's entire experience of stuttering. Conclusion Navigating the IEP process and ensuring appropriate support for children who stutter requires collaboration between parents, SLPs, and teachers. By understanding the IEP process, advocating effectively, and focusing on balanced therapy goals, parents can help their children thrive in their educational journey. For more information on stuttering and support resources, visit our Learn About Stuttering  page.

Every student deserves to feel valued, heard, and supported in the classroom—including those who stutter. Stuttering is a natural variation in speech that affects about 1% of the global population, yet misconceptions and stigma around it persist. Teachers play a critical role in fostering a supportive learning environment for students who stutter. In this guide, we’ll explore actionable strategies educators can implement to create a welcoming and empowering classroom where students who stutter can thrive. Understanding Stuttering in the Classroom What Is Stuttering? Stuttering is a communication difference characterized by involuntary disruptions in speech, such as repetitions, prolongations, or blocks. While the exact cause of stuttering is complex and multifactorial, it is important to recognize that it is not a sign of cognitive impairment, nervousness, or lack of intelligence. How Stuttering Affects Students Students who stutter may experience: Anxiety about speaking in front of peers. Fear of being interrupted or mocked. Hesitation to participate in class discussions. Frustration when struggling to communicate. By fostering a supportive environment, educators can help students who stutter feel confident and comfortable expressing themselves. Creating a Supportive Classroom Environment 1. Promote a Culture of Acceptance and Respect Educate the class about stuttering as an example of how we are different. Encourage students to be patient and listen attentively to their peers. Model more supportive language by focusing on what students say rather than how they say it. 2. Establish Safe and Encouraging Speaking Opportunities Allow students who stutter to choose their level of participation in oral activities. Provide alternative ways for students to express their knowledge, such as written responses, group discussions, or video presentations. Avoid putting students on the spot without warning. 3. Normalize Stuttering and Reduce Speaking Pressure Refrain from finishing students' sentences or offering corrections. Allow students to take their time when speaking. Acknowledge stuttering openly and positively if a student brings it up. Best Practices for Classroom Activities It’s important to find out what your students who stutter are comfortable with. Some want to continue participating fully in all required activities, while others appreciate and benefit from accommodations.  Reading Aloud Offer students the option to read aloud in smaller groups or one-on-one. Allow them to preview reading material before reading in front of the class. Provide alternatives, such as listening to an audiobook and discussing key points. Class Presentations Offer flexibility in how students present (such as prerecorded videos, group presentations, or written reflections). Encourage the use of visual aids to shift focus from speech fluency. Reinforce that communication is about sharing ideas, not perfect fluency. Group Discussions Encourage turn-taking to ensure that all students have a chance to speak. Foster a supportive atmosphere where everyone listens attentively. Normalize moments of stuttering by maintaining eye contact and responding naturally. Collaborating with Speech-Language Pathologists (SLPs) and Families Work with an SLP Partner with the school’s SLP to understand best practices for supporting students who stutter. Implement any recommendations from the SLP, such as modified speaking tasks or additional support strategies. Communicate with Families Engage parents or guardians to understand the student’s comfort level with speaking in class. Encourage an open dialogue about accommodations that may help the student thrive. Share positive feedback about the student’s participation and progress. Frequently Asked Questions About Supporting Students Who Stutter Should I ask a student if they want to talk about their stutter with the class? Only if the student expresses interest. Some students may feel comfortable discussing their stutter, while others may not. It’s important to respect their preference. How can I help a student who seems hesitant to participate? Offer choices in how they engage with class activities, such as written responses, smaller group discussions, or presenting in a way they feel comfortable. What should I do if another student interrupts or mocks a student who stutters? Address the situation immediately by reinforcing a culture of respect. Educate the class on the importance of listening and treating all students with kindness. Remind them that we are all different; this is one example.  Should I correct a student’s stutter or tell them to slow down? No. Correcting stuttering or instructing a student to "slow down" can increase pressure and frustration. Instead, listen patiently and supportively. Building a Classroom Where Every Voice Matters Creating a supportive classroom for students who stutter is about fostering confidence, self-expression, and respect. By implementing these strategies, educators can ensure that all students feel valued and heard regardless of how they communicate. For additional resources and support, visit the National Stuttering Association (NSA) at   WeStutter.org .

Supporting students who stutter requires understanding their communication differences and the challenges they may face in classroom settings. For students who stutter, reading aloud and other speaking tasks can bring additional considerations. Educators play a key role in fostering a learning environment where all students feel supported and valued. Understanding Stuttering in the Classroom Stuttering should not be confused with reading fluency challenges. While reading fluency relates to the ability to read text with accuracy, pacing, and expression, stuttering refers to natural variations in speech that involve repetitions, prolongations, or blocks. Recognizing this distinction helps educators provide appropriate support for students. Assessing Reading Fluency for Students Who Stutter Traditional oral reading assessments, such as words-correct-per-minute (WCPM), often focus on speed and fluency—elements that may not reflect a student’s actual reading ability when stuttering is present. To ensure fair assessment: Use Individual Assessments:  To reduce external pressure, conduct reading evaluations in a one-on-one setting rather than in front of peers. Differentiate Stuttering from Reading Challenges:  Pay close attention to reading patterns. Stuttering characteristics, such as repetitions or blocks, differ from reading errors. Collaborating with a speech-language pathologist (SLP) can provide valuable insight. Provide Alternative Assessments:  Consider silent reading evaluations or comprehension-based assessments that allow students to demonstrate their reading skills without emphasizing fluency. Creating a Supportive Classroom Environment To create a classroom that supports students who stutter: Avoid Penalizing for Stuttering:  Recognize that stuttering is a natural part of speech and does not reflect a student’s reading skills. Assessments should focus on comprehension and decoding rather than fluency alone. Encourage Open Communication:  Foster an environment where students feel comfortable discussing their communication preferences. A supportive atmosphere can ease speaking-related stress. Collaborate with Families and Specialists:  Work with parents and SLPs to create individualized support plans, such as IEPs or 504 plans, if the student and their family feel they would benefit from accommodations. Strategies for Differentiating Between Stuttering and Reading Challenges To effectively distinguish between stuttering and reading difficulties: Observe Speaking Patterns:  Notice how the student communicates in different contexts. Some students may experience more noticeable stuttering in high-pressure situations, such as reading aloud. Evaluate Reading Fluency in Low-Pressure Situations:  Consider how the student reads when relaxed versus during a structured assessment. Timed tests can sometimes increase anxiety, which may impact speech. Recognize Physical Cues:  Watch for signs of physical tension or effort during speaking, which may indicate moments of stuttering rather than difficulties with reading. Conclusion Supporting students who stutter involves recognizing their communication styles, offering fair assessments, and fostering a classroom culture of acceptance. By using appropriate strategies, collaborating with specialists, and promoting a supportive environment, educators can help students who stutter succeed academically while feeling empowered and supported. For more resources and guidance, visit the National Stuttering Association at   WeStutter.org  or contact info@WeStutter.org | (800) 937-8888.

The National Stuttering Association (NSA) has long been a leader in advocacy, education, and support for people who stutter (PWS). While raising awareness is crucial, we go further by transforming knowledge into meaningful action. But how exactly do we make a difference? From stuttering support groups and national conferences to workplace advocacy and research efforts, we are changing lives. This article will explore the key initiatives that drive this mission forward and their impact on PWS, their families, and professionals. Local Chapters: Building Community & Confidence One of our most impactful programs is its nationwide network of NSA Chapters. These groups provide a safe space for PWS to share experiences, practice speaking in a supportive environment, and connect with others who understand the stuttering experience.  Many PWS have reported that joining an NSA Chapter was the first time they ever met another person who stutters. Connecting with others facing similar challenges helps individuals reframe their perspective on stuttering and build self-acceptance. People who stutter are often isolated and don't know anyone else who stutters. When we meet another person who stutters, there is no guarantee that they want to talk about it. One of the most powerful things about NSA Chapter meetings is being able to share with others who understand. No longer alone! — John Raab NSA Connects: Virtual Support at Your Fingertips Recognizing that not everyone can attend in-person events, we created NSA Connects , a virtual program offering live webinars, discussion groups, and interactive workshops. NSA Connects provides nationwide access to support, offers targeted discussions on mental health, workplace challenges, and self-advocacy, and connects PWS, families, and professionals in a digital space.  NSA Connects has become a lifeline for many who may not have access to a local support group. People who stutter from all over the country can log in and instantly connect with a supportive community. I am not alone! Other people’s stories are a lot like mine. We all can help each other get through this. — Kevin Foley The NSA Chapters and online meetings have informed me about people who stutter of all ages and demographics. I have never collaborated in a discussion of this magnitude to a degree that stuttering is a part of who we are and should not be discounted as a negative in society. The NSA has contributed to a positive of well-being in my communication. — William Dunbar Annual Conference: A Life-Changing Experience 2025 Annual NSA Conference in Denver, CO Every year, we host our Annual Conference , which brings together hundreds of PWS, families, speech-language pathologists (SLPs), researchers, and advocates. This event encourages self-acceptance and personal growth by providing workshops on various topics, such as career success, and offers a sense of belonging and empowerment.  Attendees leave the conference feeling energized, understood, and supported. For many, it’s their first time seeing hundreds of people who stutter in one place. What an enlightening and inspiring conference! Emma was so happy those four days; it really put a skip in both of our steps. The conference felt like a giant hug of love and understanding. We’ll return every year and definitely connect with the NSA Chapters, parents group, and Sisters Who Stutter in the meantime.   — Lisa Vahradian  Thank you to all of those involved in the NSA. In particular, my thanks must go to the donors that fund the conference scholarships and the NSA for selecting my family as scholarship recipients. Unfortunately, I learned about the NSA and the Annual Conference late in the game and with recent medical bills, grad school expenses, and limited time to budget, I didn’t know how we would be able to make it happen for our family. That scholarship has forever changed our family. — Molly Porzel NSA’s Youth and Family Programs: Empowering the Next Generation Stuttering can be particularly challenging for children and teens, especially when faced with bullying, self-consciousness, or a lack of understanding from peers. Our Youth and Family Programs focus on empowering young people who stutter (and their parents) by providing education, support, and mentorship. Key Initiatives: NSA Kids & Teens Programs  – Specially designed events, meetups, and educational resources tailored for young PWS Family Days & Workshops  – Interactive sessions where parents and children learn strategies to navigate stuttering together Teen Advisory Council (TAC)  – A leadership program that gives teens who stutter a voice in shaping the NSA’s youth initiatives Young participants gain confidence and resilience, while parents receive guidance on how to support their child. Families leave these events with a renewed sense of hope. The NSA has completely changed Hayley’s life in more ways than I can imagine. For the first time, Hayley has no longer felt different and inferior, but rather unique and special. It was that mental shift — the shift from being seen not as a problem to be solved, but a person to be accepted. — Linsey Stuckey Workplace Advocacy: Supporting Professionals Who Stutter There’s no denying that navigating the professional world as a person who stutters comes with challenges, from job interviews to workplace communication. We provide Workplace Advocacy Resources to help PWS and employers foster inclusive work environments. Our key initiatives include workplace webinars and training, which educate employers, HR professionals, and employees on stuttering awareness and creating inclusive work environments. We also highlight career success stories, showcasing professionals who stutter thriving in their fields to inspire others. Additionally, our Full Disclosure series  features candid conversations about navigating stuttering in professional settings. These efforts have helped numerous PWS gain the confidence to advocate for themselves in job interviews, ask for accommodations, and pursue leadership roles. Many employers who participate in NSA training programs also develop more inclusive policies. My biggest takeaway is that I should utilize the resources from this great community instead of trying to do it alone. — Josh Jensen My life has transformed. The support from fellow NSA Chapter members has encouraged me to start with baby steps. I began by making phone calls and ordering food at drive-thrus, which later led me to working as a customer service/sales rep. That job required me to talk on the phone all day. I accepted being a PWS and I am no longer ashamed of my stuttering. — Tanya Banks Research & Advocacy: Driving Policy Change We are committed to advancing research on stuttering and advocating for policies that benefit PWS. We help shape the future of stuttering treatment, education, and public awareness through collaborations with researchers, universities, and policymakers. Here are a few of our key initiatives: Partnerships with speech and stuttering research institutions:  Supporting cutting-edge research on stuttering treatment and intervention Public awareness campaigns:  Advocating for greater representation of PWS in media, education, and healthcare Legislative advocacy:  Working with lawmakers to promote disability rights and workplace inclusion for PWS We have contributed to landmark research studies, helped pass workplace protection policies, and increased media representation of people who stutter in TV, film, and public discourse. Awareness Leads to Action We don’t just talk about stuttering; We actively create change through our programs and initiatives. From local support groups and national conferences to workplace advocacy and research collaborations, every effort is designed to empower, educate, and uplift the stuttering community. Are You Ready? Find an NSA Chapter Join the next Annual Conference Access workplace resources Donate to support our programs