Communicating Their Way: Exploring How Teachers Navigate Stuttering in the Classroom
Tracks
20-minute presentations
20-minute presentation
Collaboration
Fluency
Inclusive education
Stuttering/fluency
| Saturday, June 14, 2025 |
| 10:30 AM - 10:40 AM |
| Room L1, Ground Level |
Overview
Meryl Lefort
Details
⏫ Research insights
⏲️ 10.30am - 10.50am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 10.30am - 10.50am
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Mrs Meryl Lefort
La Trobe University
Communicating Their Way: Exploring How Teachers Navigate Stuttering in the Classroom
10:30 AM - 10:50 AMPresentation summary
Background: Stuttering is a multifaceted speech disorder affecting children's social, emotional, and academic development. Teachers play a crucial role in supporting children who stutter, as their understanding and attitudes can create barriers or foster inclusive classrooms. With much of the stuttering literature for this population focusing on clinical interventions and establishing the impact of stuttering, there is limited research investigating teachers' perspectives of stuttering and strategies used in the classroom, particularly in Australia.
Aims: This study aims to explore: 1) strategies teachers utilise for children who stutter in the classroom, 2) sources from which teachers derive these strategies, and 3) facilitators or barriers to creating a supportive classroom environment for children who stutter.
Methods: 12 primary school teachers with experience working with students who stutter completed an online interview lasting 30-60 minutes. Data were analysed using reflexive thematic analysis.
Results: The data analysis identified 5 themes (1) Teachers’ understanding of stuttering is shaped by personal experience and beliefs (2) Recognition of stuttering in the classroom is inconsistent and influenced by the environment (3) Teachers rely on instinct and trial-and-error in the absence of formal guidance (4) Supportive practices are emerging but require structure and validation (5) Systemic and contextual barriers undermine effective support for students who stutter
Conclusion: Findings indicate that teachers’ understanding of stuttering is shaped more by personal beliefs than formal training, leading to inconsistent recognition and instinctive, trial-and-error support. Emerging practices lack structure and validation, while systemic barriers, such as limited access to resources and speech pathologists, further hinder effective support. These results highlight the need for targeted training about stuttering and clearer professional guidance to enhance outcomes for students who stutter.
Aims: This study aims to explore: 1) strategies teachers utilise for children who stutter in the classroom, 2) sources from which teachers derive these strategies, and 3) facilitators or barriers to creating a supportive classroom environment for children who stutter.
Methods: 12 primary school teachers with experience working with students who stutter completed an online interview lasting 30-60 minutes. Data were analysed using reflexive thematic analysis.
Results: The data analysis identified 5 themes (1) Teachers’ understanding of stuttering is shaped by personal experience and beliefs (2) Recognition of stuttering in the classroom is inconsistent and influenced by the environment (3) Teachers rely on instinct and trial-and-error in the absence of formal guidance (4) Supportive practices are emerging but require structure and validation (5) Systemic and contextual barriers undermine effective support for students who stutter
Conclusion: Findings indicate that teachers’ understanding of stuttering is shaped more by personal beliefs than formal training, leading to inconsistent recognition and instinctive, trial-and-error support. Emerging practices lack structure and validation, while systemic barriers, such as limited access to resources and speech pathologists, further hinder effective support. These results highlight the need for targeted training about stuttering and clearer professional guidance to enhance outcomes for students who stutter.
References
Berchiatti, M., Badenes-Ribera, L., Galiana, L., Ferrer, A., & Longobardi, C. (2021). Bullying in students who stutter: The role of the quality of the student–teacher relationship and student’s social status in the peer group. Journal of school violence, 20(1), 17-30. https://doi.org/10.1080/15388220.2020.1812077.
Boyle, M. P., & Blood, G. W. (2015). Conceptualizations, applications, coping. In K. St. Louis (Ed.), Stuttering meets stereotype, stigma and discrimination: An overview of attitude research (pp. 43–70). West Virginia University.
Cozart, G., & Wilson, L. (2022). Strategies for teachers to support children who stutter: Perspectives of speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 7(1), 73-86. https://doi.org/10.1044/2021_persp-20-00281
Eggers, K., Millard, S., & Kelman, E. (2021). Temperament and the impact of stuttering in children aged 8–14 years. Journal of Speech, Language, and Hearing Research, 64(2), 417–432. doi:10.1044/2020_JSLHR-20-00095.
Plexico, L. W., Plumb, A. M., & Beacham, J. (2013). Teacher Knowledge and Perceptions of Stuttering and Bullying in School‐Age Children. Perspectives on Fluency and Fluency Disorders, 23(2), 39-53. https://doi.org/10.1044/ffd23.2.39
Boyle, M. P., & Blood, G. W. (2015). Conceptualizations, applications, coping. In K. St. Louis (Ed.), Stuttering meets stereotype, stigma and discrimination: An overview of attitude research (pp. 43–70). West Virginia University.
Cozart, G., & Wilson, L. (2022). Strategies for teachers to support children who stutter: Perspectives of speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 7(1), 73-86. https://doi.org/10.1044/2021_persp-20-00281
Eggers, K., Millard, S., & Kelman, E. (2021). Temperament and the impact of stuttering in children aged 8–14 years. Journal of Speech, Language, and Hearing Research, 64(2), 417–432. doi:10.1044/2020_JSLHR-20-00095.
Plexico, L. W., Plumb, A. M., & Beacham, J. (2013). Teacher Knowledge and Perceptions of Stuttering and Bullying in School‐Age Children. Perspectives on Fluency and Fluency Disorders, 23(2), 39-53. https://doi.org/10.1044/ffd23.2.39
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Meryl Lefort is a PhD candidate at La Trobe University and a paediatric speech pathologist with experience working in schools and private practice. She has a strong interest in literacy, language development, and stuttering, and is passionate about supporting children to improve their communication skills. Meryl enjoys working closely with families and educators to create practical, evidence-based strategies that help children thrive in everyday settings. Through her research, she hopes to contribute to better understanding and support for children with communication challenges.
Session chair
Michelle Swift
UniSA / Better Self Allied Health
Student volunteer(s)
Lisa Martin
Flinders University
Tyla Stephens
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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