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 use or recommend 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: Primary school teachers with experience working with students who stutter were invited for one-off online interviews lasting 30-60 minutes. At present, 15 teachers have been recruited and nine interviews have been completed with the data analysed. Data collection and analysis will be finalised before the conference. Results: Preliminary findings reveal that teachers generally have positive attitudes towards stuttering and use strategies such as educating peers and allowing extra time for oral tasks. However, they mostly rely on informal sources like Google and social media for guidance, with limited formal training. Misconceptions, such as the "stop and think" approach, persist, and 90% of teachers acknowledged likely having more students who stutter but only identified the "obvious" cases. Although more than three-quarters had access to a speech pathologist, none had consulted them regarding stuttering. Conclusion: Findings underscore the need for improved collaboration between teachers and speech pathologists. While teachers show a positive approach, they rely on non-evidence-based strategies. This highlights the importance of providing more professional guidance and targeted training, which could significantly improve the school experience for students who stutter.

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