SLPs face critical challenge in supporting students who stutter

As school-based speech-language pathologists (SLPs) prepare for the new academic year, they will face a critical challenge: identifying and supporting students who stutter. According to the Stuttering Foundation, approximately one in 100 people stutters, and an estimated one in 20 children experiences stuttering during early childhood. While these conditions can significantly impact a student's confidence and participation, they often go unnoticed until identified by professionals.

The arrival of new caseloads this school year marks a vital opportunity for SLPs to understand each student's unique experience and establish trust early on. This early intervention can have a lasting positive impact on a student's confidence and classroom engagement throughout the school year.

"Every school has students who stutter, and school-based SLPs are uniquely positioned to ensure these students are supported as whole communicators," said Jane Fraser, president of the Stuttering Foundation. "As caseloads arrive, it's important for SLPs to listen to the student, identify communication challenges, and begin building support that allows that child to participate with confidence."

To assist SLPs in this crucial task, the Stuttering Foundation offers a comprehensive collection of free resources. Available at StutteringHelp.org, these tools include videos, therapy materials, classroom strategies, downloadable brochures, and evidence-based guidance. These resources are designed to help SLPs address the invisible burdens faced by students who stutter, such as anxiety during attendance, introductions, or reading aloud.

SLPs can begin by: - Listening to how the student describes their experience with stuttering, speaking, and participation across different settings. - Identifying situations where the student may avoid or approach with anxiety, even when stuttering is not immediately visible. - Collaborating early with teachers and families to ensure they respond with patience, understanding, and attentive listening. - Setting goals that reflect the student's priorities and support communication, self-advocacy, and confidence, not just fluency. - Recognizing strengths and progress by asking questions such as, "When did you speak up even though it felt difficult?" and "What did you do today that you're proud of?"

"A supportive response in the first weeks of school can significantly affect a student's willingness to participate and contribute throughout the year," Fraser emphasized. "Our goal is to ensure that SLPs have practical, evidence-based tools available from the moment they open their caseloads."

The Stuttering Foundation's resources also support SLPs in consulting with classroom teachers, communicating with parents, and advocating for inclusive practices across the school community. All materials are available at no cost for clinicians, educators, families, and students.

"Malcolm Fraser, a successful businessman who struggled with stuttering, established the Stuttering Foundation in 1947 and endowed it throughout his lifetime. The Foundation provides free online resources at StutteringHelp.org for people who stutter and their families, as well as support for research into the causes of stuttering," the Foundation stated.

As SLPs begin the new school year, they can access the complete collection of resources at https://www.StutteringHelp.org.