Teaching People Who Have a Stammer
See also: Coping with StammeringMany children stammer when they are learning to talk. In some children, stammering may be associated with language skills that ‘outrun’ their ability to talk. In fact, about 5% of children stammer, but only 1% of adults. This suggests that many children ‘grow out of it’, although they may need help to do so. Many of them stop stammering before they reach school age or enter a classroom.
However, for those who do not, stammering can be significantly more challenging at school. Children may become embarrassed by their speech pattern. They may become anxious or fearful about speaking or stammering, and this may affect their willingness to contribute in class. It is therefore important that teachers understand about stammering, and how to communicate with people who have a stammer, as well as how to create a more supportive atmosphere in the classroom.
What is Stammering?
Our page on Stammering explains that stammering is basically when your words get ‘stuck’, and you are unable to say them.
It can take different forms. Some people repeat whole words, or parts of a word or a sound. Others may stretch out a sound. A stammer may also show as a complete inability to speak at all, known as a ‘block’.
Stammering also varies between individuals, and for the same individual on different days.
We don’t know very much about why people stammer, but it seems to be linked to brain development, and how we process speech. It is linked to speech speed—but slowing down your speech is not a solution. However, stammering is not linked to intelligence or ability, and it is also not a product of shyness or anxiety. Stammering may make people more anxious, and being in a stressful situation can make stammering more likely to happen—but simply being shy or tense does not cause stammering.
Stammering in the Classroom
Stammering can have various effects on children and young people in a classroom setting.
It may, for example, mean that:
They don’t put up their hands or volunteer to answer questions;
They do not want to read out loud in class;
They may avoid speaking in group situations;
They may also worry about what other people will think, or about being bullied about their stammer.
As a teacher, there is plenty that you can do to help make children feel less anxious.
Teachers play a vital role
Teachers have a crucial role to play in making classrooms inclusive—and that includes for people with a stammer.
There are several different ways that teachers may be able to help. These include how they communicate with someone with a stammer (and how they encourage other children to interact with them), and also in other behaviours and actions in the classroom.
The first thing is to notice when someone has a stammer, which may not always be obvious straightaway.
Many people, including young people, become adept at hiding their stammer, for example, by changing the word they were going to say, using ‘filler words’ or building pauses into their speech. They may also try to avoid situations where they need to speak.
For young children, especially those just starting school, if you notice a stammer, you should first talk to their parents about whether the child is seeing a speech and language therapist. If not, teachers can make a referral or explain to parents how to seek this support.
Communicating with People who Have a Stammer
It is important that teachers understand how to communicate effectively with people who have a stammer.
The general advice is:
Give people who stammer enough time to finish what they are saying. Avoid interrupting them or moving on to the next person before they have finished.
Maintain eye contact and show interest in what they are saying.
Don’t be tempted to try to finish their sentences to make things ‘easier’.
Don’t tell them to slow down or even ‘rush through it’. Neither of these is helpful, because it is really hard to change your rate of speech.
Focus on the content, not the delivery.
Always speak slowly and calmly yourself, because this generally slows down the conversation.
Use simple language and sentences, especially with young children, to reduce the communication demands.
Try to avoid asking too many questions and keep questions simple. If possible, provide alternatives, or ask closed questions (those with yes/no responses).
There is more about this in our page on Types of Questions.
Teachers should also encourage other children in the class to follow these principles.
The question of whether to say anything about the child’s stammer is a tricky one.
The general consensus seems to be that you should be prepared to acknowledge a speaking difficulty in a calm, matter of fact and supportive way, especially if it seems to bother the child. For example, you might say “That was a hard word to say, wasn’t it? Well done for keeping going.” However, if the child seems unbothered, or doesn’t seem to notice that they are stammering, then it is best not to mention it. In other words, take your cue from the child.
Other Classroom Activities
It is important for teachers to consider how ‘normal’ classroom activities may affect or be perceived by children who have a stammer. For example:
Answering the register may be very stressful. It puts people on the spot, and requires them to speak immediately. Consider using an alternative way to do the register, such as asking everyone to put up their hand when you say their name, or completing the register quietly yourself while the children are busy with some colouring or similar activity.
Note that it is important not to single out children who stammer by giving only them a different way of responding.
Reading out loud around the class may be challenging. It is traditional, but is it really necessary? You can always read with children one-on-one to check their progress in primary school. In secondary school, children can read set texts by themselves. If you need children to read out loud, encourage a slower reading pace—which is anyway good practice when speaking in public or presenting.
Keeping children waiting to answer questions may increase their anxiety. Children who stammer often don’t want to put up their hands or volunteer to answer questions. However, if they do volunteer, don’t keep them waiting to speak, because it can add to their anxiety.
However, there are also some activities that may be either helpful or relatively easy for children who stammer.
For example, singing or reciting nursery rhymes (or similar) in a group can be a way to encourage speaking out loud. People often find that they don’t stammer when they are singing, or repeating familiar rhymes or lists (like the days of the week). Introducing this, especially at primary school level, can be a good way to encourage speaking out loud.
Other ways that teachers can build a supportive atmosphere in class include:
Discussing the importance and value of diversity in groups. Children need to understand that everyone is different and brings their own unique contributions. This should be discussed from an early age in classroom settings, as a way to build a culture of inclusion and acceptance.
Have a system for ‘taking turns’ to talk in class and discourage interrupting. This is generally polite anyway, especially in formal situations like a classroom. However, it may also be helpful during group work with children who stammer.
Praising children for things that they do well. This goes for all children, not just those who stammer. It is much better to focus on the everyday good than only praise when they avoid the ‘bad’.
Involving the child in deciding what will help them. As they mature, children often have a very good idea of what will help and support them. They also know what is less helpful. It is therefore good to ask them for their input and follow their suggestions.
Making sure that everyone understands that stammering is ‘just’ a speech problem, and not an issue with understanding, language or intelligence. It may also be helpful to remind yourself that children who stammer should be reaching the same milestones as anyone else and not underestimate their abilities.
Being alert for any bullying or teasing and discouraging it quickly and effectively. Children who stammer are more likely to be bullied or teased, so it is important that teachers and other staff keep an eye out for this and stop it quickly.
Working with the child’s speech therapist. Many children who stammer are working with a speech and language therapist, and it may be helpful to talk to that therapist to find out how best to support the child. This is easy if the speech therapist comes into school, but otherwise, you can ask the parents if it is possible to set up a meeting or phone conversation.
Alerting cover staff and playground/lunchtime supervisors. It is important that everyone in the school uses a similar inclusive approach to children who stammer.
In Conclusion
Teachers can play a vital role in making classrooms more accessible, comfortable and inclusive for everyone, including children who stammer. Putting in some thought ahead of time, and perhaps changing a few activities, can make a huge difference to how a child feels in your classroom.