Stammering in School-Aged Children
Francesca Maria Venneri
Stuttering is a neurodevelopmental disorder which, during school age, may significantly affect children’s emotional well-being, social relationships, and learning processes. Within the school context, myths, false beliefs, and stigmatizing attitudes can increase the risk of social isolation, bullying, and communicative avoidance. The present study aims to investigate teachers’ knowledge and attitudes toward stuttering, highlighting the importance of collaboration between speech and language therapists and schools. The study involved 58 primary and lower secondary school teachers who completed the Italian version of the Public Opinion Survey of Human Attributes–Stuttering (POSHA-S). Results indicate that stuttering is generally perceived as a neutral attribute; however, several stereotypical beliefs persist, particularly the association of stuttering with shyness, anxiety, and emotional fragility, especially among older teachers. Misconceptions regarding the aetiology of stuttering and discomfort in managing communication with students who stutter were also identified. These findings emphasize the need for targeted educational and awareness-raising interventions for teachers, aimed at reducing stigma, improving classroom management strategies, and fostering an inclusive school environment. Interdisciplinary collaboration between teachers and speech and language therapists appears essential to ensure a comprehensive approach to supporting students who stutter.
Keywords
Stuttering; School-age children; Stigmatizing attitudes; Teachers; Interdisciplinary collaboration.
