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. Stay Connected Join an NSA Family Chapter Subscribe to our newsletter  for more stories like these Support our mission so we can continue building a future where every voice is heard

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.

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 Importance of Understanding Stuttering Only about 1% of the population stutters, so you may not have taught students who stutter before. Stuttering is a communication disorder characterized by disruptions or disfluencies in speech. These disfluencies can vary significantly from person to person, and they can change from day to day. Stuttering is not caused by psychological or emotional factors and does not reflect a person's intelligence. A common misconception is that stuttering arises from nervousness. People who stutter do not stutter simply because they are anxious. However, anxiety can increase the frequency of stuttering moments. The way a student feels about their stuttering can impact their classroom participation. Therefore, having a supportive environment is crucial. Creating a Supportive Classroom Environment Model Acceptance and Understanding: Your students will look to you for guidance on how to respond to stuttering. Set the tone by showing that all communication styles are valued in your classroom. Minimize Interruptions: Allow students who stutter to complete their thoughts without interruptions. It might be tempting to finish sentences for them, but that can lead to discomfort and frustration. Practice Good Listening Skills: Maintain normal eye contact and show patience while listening. Focus on what the student is saying, not just how they are saying it. Avoid Unhelpful Advice: Well-meaning suggestions such as “slow down” or “take a breath” can be frustrating for those who stutter. Instead, give them the space to express themselves. Encourage Participation in a Low-Pressure Way: Time pressure can heighten anxiety. Give students extra time to respond during discussions. When reading aloud, consider random selection or volunteering instead of following a set order. Handling Bullying and Encouraging Inclusivity Address Bullying Proactively: Bullying can be a major concern for children who stutter. It’s essential to directly tackle any incidents of bullying or teasing and provide support. Create a Tolerant Classroom Atmosphere: A welcoming environment benefits all students, especially those who stutter. Foster a community where differences are valued, helping students feel accepted. Support Group Work and Collaborative Activities: Ensure that students who stutter can participate in group work. Monitor these small groups to guarantee that all voices are heard. Collaborating with Parents and Speech-Language Pathologists (SLPs) Communicate Regularly: Teachers, SLPs, and parents form a team dedicated to supporting students who stutter. Regular communication ensures everyone is aligned in their approach. Develop an Individualized Education Plan (IEP) or 504 Plan: Students who stutter may require an IEP or 504 plan for speech therapy services and accommodations to meet their specific needs. Promote Self-Advocacy: Encourage children who stutter to express their needs and advocate for themselves. This builds confidence and allows them to take charge of their communication. Some students find it helpful to present on stuttering in class, educating their peers and fostering a safe environment. Supporting Students Who Stutter Educators make a difference every day in their work. They can greatly impact all students, especially those who stutter. Creating a safe, accepting, and inclusive environment where participation is encouraged is vital to supporting a child who stutters. Teachers, SLPs, and parents can collaborate to help students build confidence, enhance their communication skills, and engage meaningfully in classroom activities. For additional resources and support, educators can reach out to the National Stuttering Association at WeStutter.org or contact info@WeStutter.org or (800) 937-8888.

Collaborating with the National Stuttering Association Stuttering, a verbal difference affecting the flow of speech. For those who stutter, the journey to confident communication can be challenging, but with the right support, significant progress is possible. One of the most crucial elements in this support system is the collaboration between Speech-Language Pathologists (SLPs) and the National Stuttering Association (NSA). This partnership plays a pivotal role in providing comprehensive care and fostering a supportive community for people who stutter. Holistic Support and Expertise The expertise of SLPs is greatly enhanced when they collaborate with the NSA, an organization dedicated to supporting people who stutter and educating the public about stuttering. The NSA offers a wealth of resources, including support groups, educational materials, and events that provide invaluable opportunities for learning and connection. By working together, SLPs and the NSA can ensure that people who stutter receive clinical and, emotional and social support. Collaborative goal-setting between the individuals and the SLP can lead to a successful outcome. Access to Resources and Continuing Education The field of speech-language pathology is dynamic landscape that is continuously emerging. The National Stuttering Association (NSA) plays a crucial role in spreading this evolving knowledge by organizing conferences and workshops that feature leading experts in stuttering research and therapy. In addition to events, the NSA offers a wealth of resources, including webinars, publications, and support networks, which SLPs can leverage to stay informed and enhance their practice. These resources provide SLPs with an environment to continually refine their skills, ensuring they can best serve their clients. Community and Peer Support One of the most significant benefits of the NSA is the sense of community it fosters among people who stutter. This supportive network can be a powerful complement to speech therapy. Individuals who stutter often find solace and encouragement in connecting with others who share similar experiences. Support groups and events organized by the NSA provide a safe space for people to share their stories, challenges, and successes. SLPs who encourage their clients to engage with the NSA community can help them build a strong support system, which is an asset while navigating the emotional and psychological aspects of stuttering. This peer support can enhance the therapeutic process, providing motivation and reducing feelings of isolation. Advocacy and Public Awareness The NSA plays a vital role in advocating for the rights and needs of people who stutter. Through public awareness campaigns, educational programs, and advocacy efforts, the NSA works to dispel myths and reduce the stigma associated with stuttering. SLPs can amplify these efforts by collaborating with the NSA, participating in advocacy initiatives, and educating their communities about stuttering. By joining forces, SLPs and the NSA can create a more inclusive society where individuals who stutter are understood and supported. This collaborative effort not only benefits those who stutter but also promotes a greater understanding of verbal differences among the public. Conclusion The collaboration between Speech-Language Pathologists and the National Stuttering Association is a powerful alliance that enhances the support available to people who stutter. By working together, SLPs and the NSA can provide comprehensive care that addresses the emotional and social aspects of stuttering. This partnership ensures that people who stutter receive the best possible support, empowering them to communicate confidently and live fulfilling lives. Through continued collaboration, ongoing education, and a shared commitment to advocacy, SLPs and the NSA can make a lasting impact on the lives of individuals who stutter and contribute to a more understanding and inclusive society.

For those who stutter, the journey to confident communication can be challenging, but with the right support, significant progress is possible. One of the most crucial elements in this support system is the collaboration between Speech-Language Pathologists (SLPs) and the  National Stuttering Association (NSA) . This partnership plays a pivotal role in providing comprehensive care and fostering a supportive community for people who stutter.   Holistic Support and Expertise The expertise of SLPs is greatly enhanced when they collaborate with the NSA, an organization dedicated to supporting people who stutter and educating the public about stuttering. The NSA offers a wealth of resources, including support groups, educational materials, and events that provide invaluable opportunities for learning and connection. By working together, SLPs and the NSA can ensure that people who stutter receive clinical, emotional, and social support. Collaborative goal setting between the individuals and the SLP can lead to a successful outcome.   Access to Resources and Continuing Education The field of speech-language pathology is a dynamic landscape that is continuously emerging. The National Stuttering Association (NSA) plays a crucial role in spreading this evolving knowledge by organizing conferences and workshops that feature leading experts in stuttering research and therapy. In addition to events, the NSA offers a wide range of resources, including webinars, publications, and support networks, which SLPs can leverage to stay informed and enhance their practice. These resources provide SLPs with an environment to continually refine their skills, ensuring they can best serve their clients.   Community and Peer Support One of the most significant benefits of the NSA is the sense of community it fosters among people who stutter. This supportive network can be a powerful complement to speech therapy. Individuals who stutter often find solace and encouragement in connecting with others who share similar experiences. Support groups and events organized by the NSA provide a safe space for people to share their stories, challenges, and successes. SLPs who encourage their clients to engage with the NSA community can help them build a strong support system, which is an asset while navigating the emotional and psychological aspects of stuttering. This peer support can enhance the therapeutic process, providing motivation and reducing feelings of isolation.   Advocacy and Public Awareness The NSA plays a vital role in advocating for the rights and needs of people who stutter. Through public awareness campaigns, educational programs, and advocacy efforts, the NSA works to dispel myths and reduce the stigma associated with stuttering. SLPs can amplify these efforts by collaborating with the NSA, participating in advocacy initiatives, and educating their communities about stuttering. By joining forces, SLPs and the NSA can create a more inclusive society where individuals who stutter are understood and supported. This collaborative effort not only benefits those who stutter but also promotes a greater understanding of verbal differences among the public.   Conclusion The collaboration between Speech-Language Pathologists and the  National Stuttering Association  is a powerful alliance that enhances the support available to people who stutter. By working together, SLPs and the NSA can provide comprehensive care that addresses the emotional and social aspects of stuttering. This partnership ensures that people who stutter receive the best possible support, empowering them to communicate confidently and live fulfilling lives. Through continued collaboration, ongoing education, and a shared commitment to advocacy, SLPs and the NSA can make a lasting impact on the lives of individuals who stutter and contribute to a more understanding and inclusive society. Nicole Kulmaczewski, MS, CCC-SLP

Why Sibling Conversations Matter A child’s stutter affects the whole family, and siblings often notice differences in communication without fully understanding them. How you talk to siblings about stuttering can shape both their relationship with their brother or sister and how the child who stutters sees themselves. No matter if your children are toddlers, tweens, or teens, having open conversations helps nurture empathy, prevent teasing, and create a more supportive home. Talking about stuttering early—and often—makes a difference. This blog offers age-appropriate ways to guide those conversations, build understanding, and strengthen sibling bonds. “In many ways, parenting a child who stutters is not different from parenting a child who doesn’t stutter; it is about meeting each child's unique needs.” — Stacey Nierman, parent of a child who stutters Start with a Clear Message Before you adjust the conversation for your child’s age, one message applies across the board: Stuttering is okay. It is how some people talk and nothing to be ashamed of. Children tend to follow the emotional lead of the adults around them. If you speak about stuttering with ease, acceptance, and warmth, siblings are more likely to do the same. “Our first Annual Conference in Dallas had a deep impact on everyone in our family. Most importantly, my older two children learned about the challenges people who stutter face. They left the Conference with friends who stutter and an understanding that making fun of their brother's stutter was off limits. I would not have been able to teach them this as effectively as their peers did. As I've heard many times at NSA Conferences, the obstacle is the path and no one gets through life unscathed.” — Liz Gómez, parent of a child who stutters Talking to Toddlers and Preschoolers Young children may not have the words to describe stuttering, but they are observant. They may notice that their sibling talks differently and ask direct questions. Here are some ways to respond: “Yes, your brother sometimes takes longer to say his words. That is how he talks and it is okay. Please be patient and listen to him like anyone else.” “Everyone talks differently. We all use our voices in different ways.” At this age, it is helpful to model patience and full attention. Show your toddler that it is okay to wait, listen, and let their sibling finish speaking. Avoid making stuttering into something secret or “wrong.” Normalize it just like you would any other difference in the family. Talking to Elementary-Age Kids School-age children are developing empathy and reasoning. They may ask more complex questions, especially if they have noticed other kids reacting to their sibling’s speech. Your goal in these conversations is to give them information, encourage compassion, and remind them that their support matters. Try these talking points: “Stuttering is part of how your sister talks. It is not her fault and she is not doing anything wrong.” “Sometimes talking can feel hard for her and it helps when people wait and listen.” “You can show her you care by being patient and not interrupting.” Let them know it is perfectly okay to ask questions. Give honest, age-appropriate answers without judgment or fear. If teasing comes up at home or school, use it as a learning opportunity to reinforce kindness and respect. Talking to Tweens and Teens Older siblings may feel unsure how to respond to stuttering in public or at school. They may even feel protective or frustrated. It is important to give them space to talk honestly, while continuing to reinforce your family’s values of acceptance and support. Here are some ways to open the conversation: “Have you noticed how your brother feels when he is talking and people interrupt him?” “What do you think it is like for him when others laugh or rush him?” “How do you think you can support him when you are together?” At this age, you can also encourage siblings to be advocates when they feel ready. That might mean standing up to teasing, explaining stuttering to a friend, or just offering quiet support in everyday conversations. Let them know it is not their job to fix or speak for their sibling, but that being a kind and supportive brother or sister makes a real difference. What to Do When Questions or Conflicts Arise Even in the most supportive homes, siblings may sometimes get frustrated, compete for attention, or accidentally say something hurtful. When this happens, try to respond with curiosity rather than correction. For example: “I noticed you were upset earlier. Can we talk about what was going on?” “It seemed like your sister felt hurt when you said that. Let us think together about a better way to say it next time.” Avoid framing stuttering as a burden. Instead, talk about how every family member has different strengths and needs. These conversations help build emotional intelligence and show your children how to navigate differences with compassion. “One struggle we face is when our stuttering child starts talking to us when we are already doing something and aren’t entirely ready to listen. He gets frustrated with us because he thinks we aren’t listening due to his stutter. However, it’s because we were already talking to someone else or focused on a different task, such as working, doing household chores, or listening to something with our AirPods in. In these instances, we let him know it wasn’t his stutter that caused us not to hear, but we were in the middle of something. Then we will give him our attention to listen truly.” — Stacey Nierman Let Your Child Who Stutters Take the Lead Whenever possible, include your child who stutters in these conversations. Ask them how they want their siblings to respond when they are speaking. Give them space to share their feelings and experiences. Some children may want to explain stuttering in their own words. Others may prefer that parents do the talking. Respect their preferences and revisit the topic regularly as everyone grows and changes. By including the child who stutters in sibling conversations, you give them ownership of their voice and show that their experience matters.   Talking to siblings about stuttering is not a one-time conversation. It is an ongoing opportunity to build empathy, strengthen relationships, and create a family culture where every voice is valued. “Being a parent to a child who stutters has forced us to slow down and focus our attention on being active listeners. We also model this for our non-stuttering children, specifically not interrupting or finishing sentences.” — Stacey Nierman When parents normalize stuttering, respond with compassion, and guide conversations with honesty and care, siblings learn to do the same. From the first words your children speak to the steps they take toward adulthood, what you say helps shape how they—and their siblings—understand what it means to stutter. “A hard thing for parents to do is to pay equal attention to their kids, and it can be harder to do that if one needs more attention via therapies, etc., but you need to find ways to do so.  One example is going to the NSA Conference. We go early to have a few days to vacation just as a family, then when the event starts, it’s more about Ethan, our son who stutters, and his friends. We think this helps prevent jealousy.” — Linda Twiss Gioscia, parent of a child who stutters Learn More and Find Support Looking for more ways to support your children? The National Stuttering Association (NSA) offers expert-backed resources, family-friendly programs, and a welcoming community of people who understand.  Explore parent and sibling support at WeStutter.org/parents  and WeStutter.org/families .

If you are a parent of a child who stutters, there may be a few heavy questions you have asked yourself, like:  “Did I cause this? Could I have done something to prevent this? What did I do wrong?” It’s so easy to play the blame game. These are some of the most common and emotionally difficult questions we hear from parents of children who stutter. They often come from a place of concern and a deep desire to protect them from anything that may cause them emotional harm. “When we noticed my son, Evan (three years old at the time), stuttering, I immediately went into fix-it mode. I researched, read books, and sought out speech therapists who could help. Once things had settled in, I was sad, fearful, and overwhelmed with the idea that this could be a lifelong condition. I remember thinking, ‘How will people treat him? Can he get a job? Will he get married?’” — Kelly Kaczmarski, a parent of a 17-year-old boy who stutters We want to begin with a clear and compassionate answer: you did not cause your child’s stutter and you are not to blame. Parenting does not cause stuttering. In fact, your role as a supportive and informed parent can make all the difference in how your child experiences communication and builds confidence! This blog post will explore stuttering, explain why parent guilt is common but unnecessary, and offer strategies for helping your child thrive. Most importantly, it will help you shift from helplessness and blame to “How can I best support my child now?” What Causes Stuttering? Stuttering is neurodevelopmental in nature. It is not caused by parenting or anything a child or parent has done. Research shows that stuttering is linked to differences in how the brain processes speech and language. Here is what we currently know: Stuttering tends to run in families. Brain imaging has shown differences in the timing and coordination of speech-related brain regions in people who stutter. Stuttering typically emerges between the ages of 2 and 6, a period of rapid language development. Although a stutter may begin during a time of stress or transition, that does not mean stress caused it. Just because two things happen around the same time does not mean one caused the other! If your child began stuttering after a move, during a family change, or at a time when they were especially emotional, this may have made the stutter more noticeable (which is very normal), but it did not cause it. You did not  cause it. Why Guilt Happens Even with this understanding, many parents still experience some sort of guilt. That feeling is valid. Parenting is one of the most challenging jobs in the world. When something feels hard for your child, asking yourself what you could have done differently is natural. Guilt is a fickle thing that often shows up in small moments: replaying conversations and what you said, wondering if you corrected too much, or feeling unsure if you responded the right way. However, it’s important to realize that it can quickly become a burden that prevents you from fully supporting your child in the present. “I think mom guilt is real. Many of us feel guilty for many things. So, yes, I did feel guilty for a bit of time. The more I learned about stuttering and surrounded myself with stuttering supporters, the more I was able to slowly let go of guilt and focus on giving Evan the tools he needed. When you meet others who stutter, or parents of kids who stutter, you realize you are in this together and it just turns into advocacy and support. Guilt doesn’t make it go away, but advocating and educating others can make the world a bit kinder for those who stutter.” — Kelly Kaczmarski Letting go of guilt ≠ letting go of responsibility. It’s freeing yourself from blame so you can focus on caring for your child in the way they need it. The Importance of a Parent’s Response You cannot control whether and how your child stutters, but you can help shape their feelings about it. Your attitude toward stuttering plays a key role in how your child sees themselves and their voice. Children who stutter thrive in environments that are supportive (where they feel listened to and not rushed), affirming (where stuttering is acknowledged and talked about without shame), and calm (where communication is not pressured and active listening is practiced). You can support your child by giving them space to finish their thoughts and showing them that their words are valuable. Here are a few simple things you can say: “I value what you have to say.” “You can do anything you set your mind to.”  “You can take all the time you need to say what you want to say.” “Your voice matters.” These messages, with consistency and warmth, help build resilience and self-acceptance in your child who stutters. “I think what we do to help Evan feel confident is just let him speak. No matter how long it takes and no matter where we are. The hardest places are when we are with people he doesn’t know, like ordering in a restaurant or interacting with new people.  They get restless or uncomfortable.  I continue to smile and make eye contact with Evan so that he knows we will wait, so the world can wait. Hopefully, the new person sees that I am not worried and will be patient.  We live in a fast-paced world.  I hope that slowing down and patiently waiting shows him we have confidence in him, too. As the NSA teaches the world, what he has to say is worth waiting for!” — Kelly Kaczmarski What You Can Do If you are unsure how to support your child, you definitely are not alone! Many parents feel the same. The good news is that your presence and intention matter more than you might think. Here are a few supportive steps you can take: Learn more about stuttering from trusted resources, like the National Stuttering Association (NSA) . Connect with other parents   who are navigating the same questions. Partner with a speech-language pathologist (SLP)   who is knowledgeable and affirming of stuttering. Every SLP practices differently and it’s extremely important to find one who specializes in stuttering and  affirms the stuttering experience. Focus on building your child’s communication confidence rather than fluency. When you let go of guilt, you create more space for meaningful conversations, emotional safety, and a stronger bond with your child. Your child does not need a perfect parent. They need a parent who believes in them and celebrates their voice. “We tell our son to let his voice take up space and he deserves respect when speaking like others. It is okay to stutter and verbal diversity is everywhere! Going to his first NSA conference in July was amazing for him; he was with other kids who stutter and he can’t wait to see them all again in Scottsdale!” — Julie Peles, a parent of a 10-year-old boy who stutters “Finding the NSA, my world was rocked (in a good way!). I realized not only would he do the things I feared he couldn’t, but he could also be a fierce advocate for himself and others with the NSA behind him.” — Kelly Kaczmarski You do not need to have all the answers right now. Those will come with time. You only need to create space for your child to be heard and to feel safe speaking. If You Made Mistakes, You Are Still a Good Parent Many parents look back and remember moments when they interrupted, corrected, or unknowingly pressured their child to speak more fluently. This is common. It is also okay. We unfortunately live in a very fast-paced, fluent-focused world where harmful misconceptions about stuttering still run rampant in TV shows, movies, and media.  You are only human, and you are learning—we all are. What matters now is how you choose to move forward with more knowledge, compassion, and confidence in your ability to support your child without shame. “My daughter began stuttering at age three after a speech delay, so at first, we weren’t worried; she was simply finding her voice. By age five, though, it was clear her stutter was here to stay. With no family history and little knowledge of stuttering, my husband and I were determined to fix it. Years of unsuccessful speech therapy and then connecting with the NSA shifted our perspective. As her mom, I've struggled over the years with how hard I pushed speech therapy when she was younger. I just wanted what I thought was best for her. After connecting with the NSA and meeting other parents who really understood, I worked hard to forgive myself for what I didn't know. Parents need support, too!” — Denise Deitchman, a parent of a 17-year-old girl who stutters You Are Already the Parent They Need The fact that you are here, reading this blog, means you care deeply. That care is the foundation of everything that follows.  You did not cause your child’s stutter. But you can absolutely be part of their strength. “At almost 18, my daughter has become her own strongest advocate. Each year, she emails her teachers before school begins with information about stuttering and how they can support her. While she has accommodations for oral presentations, she rarely uses them anymore. She speaks up for herself in class and in any situation where it’s needed. Though tough days still happen, I always remind her how far she’s come.” — Denise Deitchman The NSA is here for you. We offer resources, events, support groups, and a growing network of families just like yours. Visit WeStutter.org/parents  to learn more.

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).

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!

“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 !