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The National Stuttering Association offers free stuttering printables, brochures, scripts, and educational resources to support people who stutter, families, educators, speech-language pathologists, employers, healthcare professionals, and allies. These resources are designed to encourage understanding, self-advocacy, confidence, and respectful communication. They may be downloaded, printed, emailed, or shared digitally for educational and advocacy purposes. All materials use NSA-approved language and reflect an evidence-based, respectful understanding of stuttering. Choose the Resource You Need Use this page to quickly find free stuttering brochures, printables, scripts, and advocacy tools in English. Looking for Spanish versions? Visit our Spanish stuttering resources page to access available materials in Spanish. Disclosure ID Cards Printable and physical ID cards to support self-advocacy in public, medical, workplace, school, travel, and high-pressure communication situations. General Stuttering Information Educational brochures that explain stuttering clearly for the general public, allies, employers, listeners, and community members. Families and Caregivers Resources to help parents, caregivers, and families support children who stutter with understanding, confidence, and respect. Students Accommodation scripts and templates to help middle school, high school, and college students communicate their needs clearly. Educators, SLPs, and Professionals Resources for teachers, speech-language pathologists, healthcare providers, and professionals who support people who stutter. Workplace Advocacy Tools Email scripts, interview follow-up templates, and workplace resources to support self-advocacy and inclusive communication. More NSA Support Find additional NSA resources, local chapters, community support, and ways to get involved. Stuttering Disclosure ID Card The Stuttering Disclosure ID Card is a simple self-advocacy tool for situations where verbal explanations may feel difficult, rushed, or stressful. It can be especially helpful during fast-paced or high-pressure interactions, such as traffic stops, airport security, medical appointments, workplace conversations, school settings, or everyday public interactions. The card provides a clear and respectful way to communicate that you stutter. It allows you to share important information on your own terms, without pressure or expectation. This card may be helpful in: Public or high-stress situations Medical or emergency settings Workplace or school conversations Travel and security settings Everyday interactions where communication may feel rushed Free Printable Stuttering Disclosure ID Card Downloads English Version Download the English version of the Stuttering Disclosure ID Card. Spanish Version Download the Spanish version of the Stuttering Disclosure ID Card. Portuguese Version Download the Portuguese version of the Stuttering Disclosure ID Card. Order Printed Stuttering Disclosure ID Cards Prefer a printed card? Physical Stuttering Disclosure ID Cards are also available through the NSA store in English or Spanish. General Information About Stuttering These educational brochures provide clear, accessible information about stuttering for the general public, employers, allies, listeners, schools, healthcare settings, and community education efforts. Use these resources to support awareness, reduce stigma, and encourage more respectful communication with people who stutter. Spanish versions of many general stuttering resources are also available. Available Downloads What Employers Should Know A practical resource to help employers better understand stuttering in the workplace and support inclusive communication. Information for Allies A helpful guide for anyone who wants to better understand, support, and advocate alongside people who stutter. Stuttering: So Much Can Be Done An encouraging resource that explains support options, communication confidence, and the many ways people who stutter can thrive. Notes to Listeners A simple guide that helps listeners understand how to respond with patience, respect, and support when speaking with someone who stutters. Navigating Insurance A resource to help individuals, families, and professionals better understand insurance-related conversations around stuttering support and therapy. Stuttering vs. Cluttering A clear comparison resource that explains the difference between stuttering and cluttering. Stuttering vs. Tourette’s A helpful educational resource explaining the differences between stuttering and Tourette’s. Neurogenic vs. Developmental Stuttering A resource that explains the difference between neurogenic stuttering and developmental stuttering. Information for Families These resources are designed to support parents, caregivers, and families of children who stutter. They provide guidance rooted in understanding, respect, and long-term communication confidence. Families play an important role in helping children feel heard, supported, and accepted. Spanish versions of many family resources are also available. Available Downloads Helping Children Who Stutter A supportive guide for families and caregivers who want to better understand how to help children who stutter. Helping Parents of Children Who Stutter A practical resource for parents looking for guidance, reassurance, and helpful ways to support their child. Classroom Presentation A printable presentation resource that can help explain stuttering in a school setting and encourage understanding among classmates and educators. Quick Comparison: IEP vs 504 Plan Unsure if your child who stutters needs an IEP or 504 Plan? Accommodation Scripts For Students These templates help students communicate their needs clearly and confidently in educational settings. They can be used to start supportive conversations with teachers, professors, school staff, disability support teams, or academic advisors. Available Downloads Middle & High School Students This template can help students request classroom accommodations and begin respectful conversations with teachers. College Students This email template can help college students request accommodations in a clear, respectful, and professional way. Information for Educators, SLPs, and Professionals These resources support educators, speech-language pathologists, healthcare providers, employers, and allied professionals in understanding stuttering and creating more inclusive, supportive environments. They are helpful for school teams, clinics, workplaces, professional development sessions, and community education. Spanish versions of many educator and professional resources are also available. Available Downloads Answers for Educators A practical guide to help educators better understand stuttering and support students who stutter in the classroom. SLP Resources: Helping Children Who Stutter A resource for speech-language pathologists and professionals supporting children who stutter. Stuttering and Fluency Assessment for Teachers A helpful resource for teachers who want to better understand stuttering, fluency, and classroom support. Stuttering: What Employers Should Know A workplace-focused resource that helps employers understand stuttering and support respectful communication. Pediatricians and Family Physicians A resource for medical professionals who may interact with children, teens, adults, and families affected by stuttering. Medical Professionals as Allies A guide to help healthcare professionals create more understanding, patient, and supportive interactions with people who stutter. Stuttering and the Military A resource that addresses stuttering in military-related settings and helps promote understanding and advocacy. Workplace Advocacy & Communication Tools These tools support workplace self-advocacy, follow-up communication, accommodation requests, and confidence building for people who stutter. They can be used by employees, job seekers, employers, mentors, and workplace advocates. Available Downloads Request Flexible Accommodations at Work Email scripts to help employees request flexible accommodations in a clear, professional, and respectful way. Interview Follow-Up Email Scripts Templates to help job seekers follow up after interviews and communicate with confidence. Stuttering Advocacy Bingo Board for the Workplace A workplace advocacy activity designed to encourage awareness, reflection, and inclusive communication. How to Use These Stuttering Resources These printables may be used in many different settings, including: School meetings and IEP discussions Classroom education and awareness activities Workplace education and DEI initiatives Chapter meetings and outreach events Healthcare and therapy settings Conferences, health fairs, and awareness campaigns Conversations with family members, friends, colleagues, and community members For larger distributions or community events, we encourage you to pair these materials with local NSA chapter support whenever possible. Looking for Spanish Resources? Many NSA printables, brochures, and advocacy tools are also available in Spanish. Visit our Spanish stuttering resources page to access Spanish language materials for people who stutter, families, educators, professionals, employers, and allies. Looking for More Support? These free stuttering printables are only one part of what the National Stuttering Association offers. You may also find these resources helpful: Resources for people who stutter Support for parents and families Education for teachers and schools Advocacy and workplace resources NSA chapters and community events About the National Stuttering Association The National Stuttering Association is the largest self-help organization for people who stutter and their families. The NSA provides education, community, advocacy, and support to help people who stutter feel understood, respected, and less alone at every stage of life. If these free stuttering printables and brochures have been helpful, please consider supporting our work so these resources can remain accessible to everyone. Important Use Note These materials may be printed, emailed, or shared digitally. Please do not alter the content, remove National Stuttering Association attribution, or present these resources in a way that changes their intended meaning. Why This Page Matters Accurate information about stuttering reduces stigma, supports inclusion, and helps people communicate with confidence. These free stuttering printables and brochures are one of the many ways the NSA works to make sure that no one who stutters ever has to navigate stuttering alone. If you stutter, you are not alone.

co-authored by Andrea Burcham IEP vs. 504: Key Differences Explained IEP 504 Plan Legal basis IDEA Section 504 of the Rehabilitation Act of 1973 Eligibility Documented disability that affects educational performance Disability that substantially limits a major life activity (including speaking) Services provided Specialized instruction + related services (e.g., speech therapy) Accommodations and modifications only—no special education services Goals required? Yes—measurable annual goals + progress monitoring No Evaluation Comprehensive evaluation by the school School-based evaluation, generally less extensive Team Parents, teachers, school specialists, sometimes the child School-based team, typically with parent input Review cycle At least annually, reevaluation every 3 years Periodic review Best fit for Children needing speech therapy or other special education services Children needing classroom accommodations but not therapy/special instruction Want the full step-by-step process for evaluations, goals, and reviews? Read our Understanding the IEP Process guide. What Is Stuttering & How Does It Impact School? Stuttering is a natural communication difference marked by involuntary repetitions, prolongations, or blocks. While it varies by child, stuttering can affect participation in discussions, oral presentations, or reading aloud—impacting academics, confidence, and social interaction. Classroom Challenges Stuttering often varies with the situation: a student may speak easily in casual conversation but stutter more during timed readings or presentations. Reactions like worry, avoidance, or frustration can matter as much as the speech itself. Rapid turn-taking and competing classroom pressures can intensify difficulty without reflecting any cognitive deficit, and children who stutter face a higher risk of social anxiety, teasing, or bullying. Academically, the biggest impact tends to come from speaking-heavy tasks—students may avoid raising hands, give shorter answers, or struggle with presentations and reading aloud. Oral grades sometimes reflect fluency rather than knowledge. Schools and SLPs can help by assessing participation (not just fluency), giving advance notice before oral tasks, offering smaller-group or prerecorded presentation options, grading on content over delivery, and building teacher/peer awareness and anti-bullying policies. When worry or avoidance is significant, school counselor collaboration alongside affirming therapy may help. What Is an IEP? An IEP is a legally binding plan under the Individuals with Disabilities Education Act (IDEA) that provides specialized instruction and services to help a child with a qualifying disability make meaningful progress in school. Key features: Requires a documented disability affecting educational performance (under IDEA) Comprehensive school evaluation Individualized special education services Measurable annual goals, accommodations, and progress monitoring Developed by a team including parents, teachers, and school specialists Stuttering may qualify as a speech-language impairment under IDEA if it affects access to curriculum or full class participation—potentially making a child eligible for speech therapy or accommodations like alternatives to oral presentations. What Is a 504 Plan? A 504 Plan falls under Section 504 of the Rehabilitation Act of 1973, which protects students with disabilities from discrimination and ensures equal access to education. Key features: Available to students whose disability substantially limits a major life activity (including speaking) Does not require special education services Focuses on accommodations and modifications for classroom access No measurable goals required Developed by a school-based team, typically with parent input For children who stutter but don't need speech therapy or special education, a 504 Plan can still provide meaningful support, like extra time for oral tasks, reduced-pressure speaking environments, or alternative ways to participate. How Eligibility Is Determined Eligibility under IDEA requires showing stuttering significantly interferes with educational performance—broadly defined as academics, communication, participation, and social-emotional impact. Even a mild stutter may qualify if it causes avoidance, anxiety, or participation barriers. Why plans vary by state and district: Some districts use quantitative thresholds (e.g., percentage of stuttered syllables), which can miss social-emotional impacts; others prioritize functional impact on engagement and communication. As a result, a child may qualify in one district but not another. Parents should understand both federal IDEA definitions and their state's criteria—and consider an educational advocate (sometimes insurance-covered) if the team isn't addressing concerns. Common Accommodations for Students Who Stutter Whether through an IEP or 504 Plan, accommodations may include: Extra time or alternatives for speaking tasks (presentations, reading aloud, oral tests) Option to respond in writing instead of speaking Choice in how and when to be called on Adjusted classroom seating Educating teachers and peers about stuttering Reduced involvement in high-pressure activities (popcorn or round-robin reading) Does My Child Qualify for an IEP or 504 Plan? Every child is different—some need intensive speech therapy, others only need classroom accommodations. To start: Document how stuttering affects your child at school Request a formal evaluation from your school district in writing Participate in the evaluation, providing input from your child's SLP After the assessment, the IEP or 504 team meets to review results and determine eligibility. Tips for Parents & Caregivers Advocating in Schools Know your rights. Request evaluations and meetings, participate, and advocate for your child's needs Keep records. Save copies of communications, evaluations, and plans Speak up early. The sooner a plan is in place, the better your child can thrive Join the community. Connect through NSA Chapters, events, and resources Plans should be reviewed regularly: IEPs at least annually, 504 Plans periodically. Final Thoughts Both IEPs and 504 Plans can be valuable tools—there's no one-size-fits-all solution. What matters most is that your child feels safe, supported, and empowered to use their voice in the classroom. Need more support? Reach out to the NSA or find an NSA Chapter at WeStutter.org.

Active & Previously Approved Stuttering Research Studies The National Stuttering Association (NSA) reviews and approves stuttering-related research studies to help ensure ethical standards, transparency, and respect for people who stutter. This page includes a regularly updated list of active stuttering research studies currently recruiting participants, as well as previously approved studies whose approval periods have concluded. Inclusion on this list indicates that a study has been reviewed by the NSA Research Committee. It does not imply endorsement of specific findings or outcomes. Active Stuttering Research Studies (Currently approved and recruiting participants) RESEARCH TITLE RESEARCHER(S) EXPIRES Speech Accessibility Project – Stuttered Speech Collection for Inclusive Speech AI Dr. Shaomei Wu 06/18/2027 Discussing Observable Disability Survey Dr. Kathleen Bogart 06/17/2027 OratorSync: Exploring the Types, Causes, and Treatments of Stuttering while Developing and Testing AI Tools to Help Mitigate it Ojas Desai (High School Scholar) 12/21/2026 Relationship Between Stuttering and Intimate Partner Violence Leah Mumpower 03/08/2027 Coping Flexibility and Psychosocial Well-being of Adults Who Stutter Sadaf Salehi 02/22/2027 Hot and Cool Executive Function of Children Who Do and Do Not Stutter Matt Hopper 02/17/2027 Career Advice Reported by People Who Stutter Samiksha Gaur 02/17/2027 Self-help for stuttering: More than mutual aid Molly Stevenson 02/17/2027 Stuttering and Sleep: Does it Matter? Kenzie Beard 02/17/2027 Neural and Behavioral Error Responses in Adults who Stutter Shogo Honda 02/17/2027 Exploring Adults’ Lived Experiences of Stuttering Through a Trauma-Informed Lens Dr. Naomi Rodgers 02/17/2027 Network Connectivity and Temporal Processing in Adolescents Who Stutter Dr. Shanley Treleaven 2/23/2026 Audiovisual Integration in People Who Stutter Dr. David Jenson 6/22/2026 Systematic client feedback in speech-language treatment Dr. Kerry Ebert 6/5/2026 Development of authentic avatars for clinical education in stuttering Dr. Shelley Brundage 6/5/2026 Social Anxiety, Worry, and the Experience of Stuttering Dr. Seth Tichenor 6/5/2026 Genetic and metabolic bases of developmental stuttering Dr. Joan Orpella 6/22/2026 Linguistic preferences in adults who stutter Dr. Mahmoud Elsherif 10/16/2026 Fluency and Flow Study Dr. Jeanne Nakamura 12/31/2026 If you have any questions about the research process or would like to know more about a specific project, please contact the NSARC Chair Angela Medina, Ph.D., CCC-SLP. Previously Approved Recruitment Projects (2022–2025) (Approval period has ended) Research Title Researcher(s) Approved Until Listener Perception and Childhood Stuttering Haley Warner 5/01/2025 Quantifying Variability in Stuttering in the Real World Dr. J. Scott Yaruss 6/14/2025 Social Network Analysis in Adults Who Stutter Dr. Naomi Rodgers 6/14/2025 Impact of Support Group Conferences on Teens Joy Kling 6/16/2025 AI Accessibility for People Who Stutter Dr. J. Scott Yaruss 6/17/2025 Parent Survey: Preschoolers Who Stutter Ryan Millager 10/22/2025 Real-Time Listener Reactions & Stuttering Courtney Margulis 10/22/2025 Sequencing & Initiation in Speech Production Dr. Frank Guenther 10/22/2025 Hope, Humor & Self-Stigma in Adults Who Stutter Dr. Laura Plexico 10/22/2025 Stuttering Mindsets Megan Arney 10/28/2025 An online compassionate imagery intervention for people who stutter/stammer: A feasibility study Benjamin Farmer 9/30/2025 Rhythm Production and Processing in Children and Adults Who Stutter Janina Boecher 10/22/2024 Exploring Sensorimotor and Interoceptive Awareness in Stuttering Hazel Malcolm 10/22/2024 Multiple Stigmas, Social Identities, and Stuttering Dr. James Mancinelli 10/22/2024 Temporal Processing in Adults Who Stutter Samira Anderson 10/22/2024 Parents of Individuals Who Stutter: Experiences & Stages of Change Sadaf Salehi 10/22/2024 Acknowledging Stuttering with Preschoolers Dr. Cara Singer 10/22/2024 Social Isolation and the Experience of Stuttering Seth Tichenor 10/22/2024 Transitions to Life After High School Dr. Naomi Rodgers 06/22/2024 Migrants to the U.S. Who Stutter Dr. Victoria Reynolds 06/20/2024 Effectiveness of a Mindfulness App Juhee Kim 06/20/2024 Variability in Fluency and Psychological Impact Eddie Brown 06/19/2024 Trait Mindfulness and the Experience of Stuttering Megan Arney 06/19/2024 Anticipation of Stuttering and the PAiS Robert Bies 02/22/2024 Understanding the Experience of Stuttering and Cluttering Dr. J. Scott Yaruss 06/14/2024 Neural Oscillations and Speech Perception in Stuttering Dr. Shanley Treleaven 06/20/2024 What Do People Who Stutter Want From Speech Therapy? Matthew Phillips 07/24/2024 Linguistic and Cognitive Factors in Stuttering Dr. Zoi Gkalitsiou 02/22/2024 Spanish-Language Support Group Study Dr. Angela Medina 02/14/2024 For any questions about research, or to learn more about specific projects, please contact the NSARC Chair Angela Medina, Ph.D., CCC-SLP.

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

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

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

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

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

Seeing your experience as a person who stutters reflected back to you in a way that feels joyful and honest can be life-changing. That’s why the National Stuttering Association (NSA) is so excited to announce our collaboration with Willemijn to release special edition NSA art! The artwork, centered around our slogan, “If you stutter, you are not alone,” brings the spirit of the stuttering community to life. It’s not only a visual, but also a reminder that art can be a meaningful outlet for expressing who we are and how we experience the world. 100% of purchase proceeds support the NSA’s mission to create a more understanding world for people who stutter. Creative Process: From Idea to Illustration “I really wanted to capture the joy of the stuttering community, so I chose a colorful and playful style for this illustration,” Willemijn said. “I first drew the tagline in the center and then sketched different characters around it, interacting with each other in a positive way. Some of them are inspired by friends from the community, which makes the art feel more authentic and meaningful.” Willemijn’s process reflects the same sense of connection that the artwork represents. By centering the message first and building outward, she created a world where community quite literally surrounds the idea that no one who stutters is alone on their journey. Symbols of Connection & What She Hopes You Feel “I enjoy playing with the shapes of speech bubbles to show different ways of speaking and stuttering,” Willemijn said. “The intersecting speech bubbles symbolize the connection we can experience through our speech.” These details invite you to look a little closer. The variation in speech bubbles highlights the diversity of communication, while their intersections point to something shared: understanding and community. “When people who stutter look at this artwork, I hope they feel joy or even pride in being part of this community,” she said. “I hope they think of friends they have met, or new friends they might meet in the future.” That sense of possibility of remembering past connections and imagining new ones is at the heart of this artwork. Inspiration Behind the Work “In terms of style, I am inspired by artists who draw in a loose and playful way,” Willemijn said. “I want to convey joy in my work, which I also aimed to do in this piece. The topics that inspire me most are stuttering, mental health, and finding connection. I enjoy creating very personal work and sharing stories from real people. That's why some of the characters in this piece are based on my real friends from the community.” Willemijn’s art is rooted in stories and experiences. That’s what makes this collaboration feel so meaningful. It reflects the community not just in message, but in spirit. This art is designed to meet you wherever you are and is available as a digital bundle, including an 18x24 print, desktop background, and mobile background. Download the digital print from our merch store.

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

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

Just before the National Stuttering Association (NSA) celebrates National Stuttering Acceptance Week from May 9-15, it's also important to remember another key awareness day in May that resonates with parents, speech-language pathologists (SLPs), and mental health professionals: National Children’s Mental Health Day. National Children’s Mental Health Day is observed annually on the first Thursday of May. This year, it falls on Thursday, May 7, 2026. Established by the Substance Abuse and Mental Health Services Administration (SAMHSA) in 2006, this day aims to highlight the mental health needs of children and teens. A 2021 study found that nearly 20% of children aged 3 to 17 had been diagnosed with a mental, emotional, or behavioral issue during childhood. Students with communication differences, like stuttering, often face ongoing communication challenges that can heighten anxiety and depression. These students may feel isolated, have difficulty advocating for themselves, and experience depression. To address the decline in mental health, proactive strategies can support students who stutter and promote their well-being at home and at school. These include in-school resources such as school counseling and speech therapy, as well as external services provided by licensed mental health clinicians. Let’s explore how mental health affects children and teens who stutter and how to honor NSAW in ways that support their social-emotional health: Supporting the Emotional Experience of Stuttering If you are parenting a child who stutters, the challenges of childhood stuttering can sometimes feel isolating, especially when others don’t see or understand what your child is experiencing. How do you support your child wholeheartedly while also managing the realistic demands of raising a neurodivergent child or teen with an invisible disability, like stuttering? Using Stuttering-Affirming Language at Home Being mindful of how you talk about stuttering at home can create a powerful, positive shift in your household. Stuttering-affirming language moves the focus away from trying to “fix” stuttering and instead fosters an uplifting, supportive view of your child’s communication difference. For example: Instead of: “Slow down, take a breath, start over,” try: “I’m listening. Take your time.” Instead of: “Use your strategies,” try: “What would help you feel more comfortable?” “Adults can support children by normalizing stuttering, responding with patience, and modeling acceptance. It’s also important to listen without interrupting or finishing sentences, and to validate the child’s feelings without trying to immediately ‘fix’ them. When children feel emotionally safe, their confidence and communication naturally grow.” — Nicole Terhune, MS, CCC-SLP Creating Confidence in Your Child Who Stutters Just as the language you use around stuttering matters, being intentional about your actions around stuttering can have a powerful impact on your children who stutter. Instead of focusing on how your child speaks, focus on what they say. You can create “low-pressure” speaking opportunities to have your child practice their speech, like: Family game nights where everyone takes turns telling stories or jokes Letting the child choose when they’d like to order at restaurants In these practice situations, you can also teach and model self-advocacy scripts for your child: “Sometimes my words get stuck. Please give me a bit more time.” “I stutter. It’s just how I talk.” Practicing Mindfulness as a Family Mindfulness means being fully present with a calm mind and body. Incorporating relaxation and grounding exercises into your family’s daily routine can improve your family’s social-emotional well-being. Many parents overlook how their emotions influence their children, but dedicating just 10 minutes daily to mindfulness can significantly benefit both their nervous systems. Consider trying one of the following methods: Finger breathing Trace the outline of your hand with a finger, breathing in as you move up and out as you move down. Progressive muscle relaxation Tense different muscle groups while breathing in, and release them while breathing out to release stress. Body scan Listen to a script that allows you to focus your attention on different parts of your body, from your feet to the muscles in your face. Practicing mindfulness together with your child fosters co-regulation, a process in which two people help each other stay calm. The Child Mind Institute explains that co-regulation is supported by science: our emotions, such as anger, can influence others to feel the same way. Effective co-regulation between an adult and a child involves guiding the child to self-soothe, which is why managing your own stress in a healthy way is the first step. “Learning grounding and mindfulness techniques can help regulate the nervous system, tolerate distress, and support emotional regulation…When everyone slows down, breathes, and stays present, it supports the child who stutters and creates a calmer, more supportive environment.” — Nora O’Connor, LCSW Creating Safe Spaces: A School Counselor’s Role in Supporting Students Who Stutter As a certified school counselor in Pennsylvania, I support students’ social-emotional development. A 2021 American School Counselor Association study found that these interventions can improve stress tolerance, social curiosity, executive functioning, and academic achievement. Here’s how a school counselor can support students who stutter: Identifying Emotions Stuttering can be difficult for others to understand, and it can be hard to explain the internal struggle of dealing with a communication barrier. As a school counselor at an elementary school, I help students identify their feelings using visual tools, like a Feelings Wheel. You choose an emotion and its associated color, such as "worried" and "purple," then follow that color to the outer ring, where more specific emotions appear. You can also have them practice using the feelings in sentences, for example: “I am feeling worried and insecure about stuttering during my class presentation.” Example of a Feelings Wheel for Children/Youth from OpenEmotionWheel As adults, it’s our role to help children understand that it’s okay to have upsetting or frustrating emotions. For example, you might say, “It sounds like you’re having a rough speech day and feeling frustrated and embarrassed.” When you acknowledge their stutter and the challenging feelings around it, you show your student that their entire stuttering experience is recognized, understood, and accepted. “When children are hurt, or in pain, our instinct [as parents] is to rescue them, but that’s often because we have a hard time seeing them suffer. What all of us need to hear is that it’s okay to be in pain, to feel sad, or to be in a difficult situation. I think that once we, as parents, teachers, and other caregivers, shift our thinking to recognize that it’s genuinely okay for our kids to struggle and have a hard time, we can be much more present with them...” — Eric Mendoza, PsyD Developing a Growth Mindset As a school counselor, I particularly enjoy teaching the distinction between a Growth Mindset and a Fixed Mindset. While it may seem straightforward, a Growth Mindset is about embracing challenges, feeling confident, and believing that effort leads to success. In contrast, a Fixed Mindset involves negative self-perceptions and doubts about one's abilities, as shown below: Carol Dweck, the author of Mindsets and the Growth vs. Fixed theory, wrote, “The best things parents can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.” For parents of children who stutter, you can foster positive thinking in your child by: Meeting your child where they are at: praise them for their efforts, not their abilities Understanding the power of “yet”: encourage positive language by suggesting someone say, “I can’t do this…yet" instead of, “I can’t do this!" Along with our different types of mindsets, I also enjoy teaching my students about resilience, the ability to “bounce back” from challenges. If you're attending this summer’s NSA Annual Conference in Charlotte, North Carolina, your children can join my social-emotional learning workshop, “Grow As We Go: Building Resilience from the Inside Out,” as part of the Kids conference programming. Advocating for Students who Stutter Being an “advocate” for all students is a foundational pillar of school counseling, as it is reflected in our professional guidelines. The ASCA Ethical Standards (2022) state that school counselors must “advocate for equitable, anti-oppressive and anti-bias policies and procedures, systems and practices, and provide effective, evidence-based and culturally sustaining interventions to address student needs.” There are several ways a school counselor can advocate for students who stutter, both directly and indirectly: Classroom lessons Facilitate lessons on diversity, conflict resolution, bullying, and respect. Use books like “Just Ask! Be Different, Be Brave, Be You” by Sonia Sotomayor, which features a child who stutters and explains that he sometimes repeats words or gets stuck, requiring more time to express himself! Anti-Bullying Initiatives Create a school-wide program like Kindness Day to focus on inclusion and teach conflict-resolution skills to prevent tension, such as using “I-Statements” (for example, “I didn’t like how you said I can’t talk… I wish you would please be nicer to me.”) 504 Plans Students who stutter are often eligible for Section 504 Plans (legal accommodations) to address their communication needs. A school counselor facilitates 504 meetings, ensures teachers implement the accommodations, and may even serve as the 504 Case Manager responsible for the plan. You can learn more about 504s here! Finding Your Voice: An SLP’s Role in Supporting Communication and Confidence Nicole Terhune, M.S., CCC-SLP, is a SLP, clinical educator, and stuttering advocate on Instagram as @TheStutterAlly. Her experience working with children and teens who stutter helps her shift from a fluency-focused approach to a client-centered one. Nicole promotes a positive view of stuttering in youth by sharing that: “I’ve seen how focusing only on speech can unintentionally communicate to children that the way they talk is 'wrong,’ which can impact self-esteem and willingness to participate. Professionally, working with children and families has shown me that stuttering is not just about speech. It’s incredibly complex and overlaps in the areas of identity, participation, and emotional safety. I prioritize creating spaces where children feel heard and do not feel constantly judged or criticized. I emphasize consciously validating their experiences, supporting their autonomy, and helping them express themselves in ways that feel authentic to them.” Supporting Children Who Stutter Through Challenges Nicole approaches situations like classroom presentations, social anxiety, and bullying with a balance of emotional support and practical strategies: “We talk openly about stuttering and explore how it feels in different situations. From there, we build individualized strategies that often include learning about stuttering, role-playing difficult moments, practicing self-advocacy phrases, and identifying supportive people in their environment. When it comes to bullying, children must know it’s not their fault and that they have the right to be respected. I talk with my clients about others’ perspectives. I emphasize that the bully may not know anything about stuttering and that the behavior may stem from ignorance. I also collaborate closely with teachers and families to ensure the child is supported across settings. Most importantly, I help children understand that their voice is valuable regardless of how it sounds and that they deserve to take up as much space as they need.” Collaborating with Caregivers and Educators Nicole emphasizes that supporting children who stutter is a shared effort, and that small shifts in adult behavior can have a meaningful impact: “Supporting a child who stutters can feel emotional for adults, especially when they want to help. One of the most important things is recognizing that you don’t have to ‘fix’ stuttering to support a child effectively. I recommend that adults focus on connecting with the child rather than correcting their speech, reflecting on their own beliefs and biases about communication, and seeking education and supportive communities to continue learning about stuttering and communication differences.I also collaborate closely with teachers and families so that strategies carry over across environments. When adults are consistent in how they respond and support communication, children have more opportunities to participate in ways that feel successful and sustainable.” Encouraging Self-Advocacy and Emotional Well-Being A key part of Nicole’s approach is helping children develop a sense of ownership over how they communicate and participate: “I often tell children: ‘You don’t have to change the way you talk to be worth listening to.’ We work on understanding stuttering, building confidence in their identity, and learning to advocate for their needs—whether that’s asking for more time, explaining their stutter, or choosing how they want to participate. I also find it helpful to remind children that it’s okay to change their minds about what feels helpful during moments of stuttering. One day, they might want someone to finish their sentence, and the next day, they may not. Protecting their mental health also means recognizing when something feels too hard and knowing it’s okay to take breaks, ask for support, or do things differently. Their voice matters, whether they feel ready to take on speaking challenges or need to stay in spaces that feel safe.” Holding Space for Emotions: Insights from Mental Health Experts on Stuttering Being a mental health professional requires significant vulnerability. You work closely with individuals to discuss their struggles and create a safe, therapeutic environment. A communication barrier, such as stuttering, can be especially challenging in a role that involves a lot of speaking, such as being a therapist. The NSA consulted with two mental health clinicians who stutter: Eric Mendoza, PsyD, and Nora O’Connor, LCSW, and author of the upcoming workbook Navigating the Emotional Response to Stuttering, for their expert insights: Meeting Children Who Stutter Where They Are When asking how their personal experiences with stuttering have shaped the way they support children as mental health clinicians, they shared the following reflections: “I meet the children I work with exactly where they are. I also allow myself to stutter loud and proud. I want to model for children that there's nothing wrong with the way they speak, and it's also okay to want to work on it. I remember exactly what it felt like to wish I didn't stutter, so I can make space for them to feel this way without trying to change it. I also strongly believe that when these children are having a difficult time, I can see their strong prognosis and future. With love, acceptance, and some courage, they can get to a place where stuttering doesn't need to disappear, but where they can be an authentic, confident, beautiful person who stutters in this world.” — Eric Mendoza, PsyD “My experience allows me to go beyond technique and into the emotional truth of stuttering. I understand the anticipation, the body tension, the shame, and the constant mental gymnastics. That lived experience helps me meet children, teens, and adults where they are and help them understand themselves, normalize their experiences, regulate their nervous system, and build a healthier relationship with their stuttering.” — Nora O’Connor, LCSW Making Space for the Emotions of Stuttering When asked about the emotional challenges children who stutter encounter and ways adults can support them, both mental health experts highlighted that: “I’d say the biggest emotional challenge I’ve seen, and one I deeply resonate with, is the feeling of being out of control… But instead of pulling them out of the hole, get in the hole with them. Sit with them. Listen. Validate… what helps most isn’t fixing it; it’s helping them feel like they’re not alone in it.”— Eric Mendoza, PsyD “Shame is the biggest issue. It’s not just the stutter; it’s what children begin to believe about themselves because of it… Adults can help by creating environments where a child feels safe, not rushed or judged, and by giving them the time and space to speak without interruption or pressure… Children are not failures.”— Nora O’Connor, LCSW Helping Children Who Stutter Thrive When discussing bullying and anxiety, Eric and Nora both emphasized the importance of parents acknowledging and validating their children’s feelings: “I don’t pretend [bullying] doesn’t hurt or that it shouldn’t matter, because it does. If a child is being picked on or feels anxious about speaking, that’s real. So the first step is helping them feel understood and not alone in that experience. A lot of it comes down to sitting with them in those moments and validating their feelings… At the same time, I want to help them build confidence in who they are, not in spite of stuttering but including it. We work on talking openly about their stutter, practicing how to respond if someone says something, learning to set a boundary, and slowly building their tolerance for those uncomfortable moments and a sense of control. I think something really important is helping them separate who they are from how others react. Just because someone laughs or doesn’t understand doesn’t mean there’s anything wrong with them. It says more about the other person. I also try to help them see that their voice matters, even if it comes out differently. And over time, the goal isn’t to eliminate anxiety completely. It’s to help them feel like, “Even if I feel anxious, I can still speak. I can still be myself." — Eric Mendoza, PsyD “Bullying is very serious and harmful. Being open and honest about how difficult that experience can be is essential. We talk about what’s happening, how it feels in their body, and what thoughts come up. If a child cannot speak up for themselves, parents and guardians are responsible for advocating on their behalf. Don’t assume bullying isn’t happening just because your child isn’t telling you. Let’s assume it might be occurring, so we can prepare them for what they can do and what parents can do. For social anxiety, we normalize it. It’s okay to feel anxious, and we explore it together. Learning grounding and mindfulness techniques can help regulate the nervous system, tolerate distress, and support emotional regulation. Adults can also consider whether a child would benefit from seeing a mental health provider. Speech-language pathologists are often expected to address all aspects of stuttering, but it’s important to recognize when something is outside their scope and to refer out. Mental health professionals are trained to treat social anxiety and the emotional impact of stuttering. An SLP and a mental health therapist can collaborate in the child's best interests.”— Nora O’Connor, LCSW Finding Strength Through Self-Acceptance When offering advice directly to children who stutter, both clinicians emphasized the importance of authenticity, connection, and self-expression: “Be your authentic self. The people you’re vulnerable with will become your strongest relationships. For me, stuttering, although it comes with many hardships, primarily internal but definitely shaped by external experiences too, is as corny and cliché as it sounds, has been an incredible gift. Find people who fully support you, where you don't feel the need to hide. I don’t think I’d be where I am today in my journey with stuttering without people who believed in me and mentors who helped me move toward acceptance…Lastly, people who stutter are just awesome! They're typically kind, genuine, and some of the best people I've ever met.”— Eric Mendoza, PsyD “Your voice is yours, stutter and all. You don’t have to hide it or rush it. The goal isn’t perfect speech; it’s real communication. The more you let yourself be seen and heard as you are, the stronger you become. It’s also okay to feel sad, frustrated, or angry. Those feelings are real and powerful. Finding outlets is essential, such as music, sports, art, books, dancing, and other ways to express yourself. There’s more to you than your stutter, and it’s important to explore that. Get connected. Attend a stuttering self-help event in person and virtually. Meet other kids who stutter. You’re not alone in this.”— Nora O’Connor, LCSW Prioritizing Self-Care While Caring for Others Finally, both clinicians reflected on how they maintain their own well-being with self-care, while supporting children with similar lived experiences: “Working with kids alone is healing. Accepting and genuinely loving every part of them heals the younger child in me. Having a daughter who stutters, loving every nuance of her voice, and making sure she knows that's what makes her unique and beautiful in this world, allows me to stutter openly. Embracing her stutter is healing for me.”— Eric Mendoza, PsyD “Staying connected to my body and voice. I practice self-care through yoga and meditation, and I make time for things I enjoy. Staying connected with my family is also important to me. I stay in contact with friends who stutter, and that connection continues to ground me. Stuttering can still be hard work, even after all these years. As I stay grounded, I’m able to be fully present for the children, teens, and adults who stutter and seek my support.”— Nora O’Connor, LCSW More Than Awareness: A Mental Health-Affirming Celebration of National Stuttering Acceptance Week Instead of “National Stuttering Awareness Week,” our organization promotes open conversations about how awareness alone is not enough for people who stutter. We focus on acceptance, ensuring they are heard, respected, and supported daily. Highlighting mental health encourages us to go beyond awareness and create safe, supportive environments for people who stutter. Here are some suggestions for children and family members to celebrate this week together while integrating social-emotional learning: Create a “What helps me when talking feels hard” toolbox with grounding exercises, reminders of supportive people, and self-advocacy phrases Draw or create an art collage on the topic: “My voice matters because…” Read books featuring characters who stutter and talk about feelings in the story “How do you think that character felt?” “What helped them feel supported?” Journal and reflect on “How does stuttering feel for me?” or explore your personal strengths besides your speech (example: your kindness, creativity, humor) You’re Not Alone: Connecting to Support, Resources, and Community No one needs to go through the stuttering journey alone. Community groups, in-school supports, or mental health services offer understanding environments that assist children, teens, and families. If your family is looking for support, explore these resources as your next step: National Mental Health Counseling Directory for Children Who Stutter This database helps families find mental health professionals who provide affirming, stuttering-informed care. Getting Involved with Your Local Stuttering Community NSA chapters and support groups offer opportunities to connect with others who stutter, share experiences, and build lasting community in a welcoming, judgment-free environment. Written by Lexi Hewitt for the National Stuttering Association, where people who stutter, families, and professionals find support, education, and community.