New Caseloads Bring a Critical Opportunity to Support Students Who Stutter

Stuttering Foundation offers school-based SLPs free tools to identify hidden challenges, build confidence and coordinate support from the start

MEMPHIS, Tenn., Sept. 3, 2026 /PRNewswire/ -- As school-based speech-language pathologists receive their caseloads for the new school year, many are learning that they will work with one or more students who stutter—some returning for continued services, others newly referred or identified during the opening weeks of school.

The arrival of those caseloads is more than an administrative milestone. It gives SLPs an early opportunity to understand each student's experience, establish trust and help shape the classroom conditions that can influence participation and confidence throughout the year.

Approximately one in every 100 people stutters, and an estimated one in 20 children experience stuttering during early childhood. Yet the impact of stuttering is not always visible on a caseload sheet—or even during a brief evaluation. A student may appear academically successful while quietly avoiding class discussions, oral presentations, introductions, social interactions or other speaking situations because of concern about how listeners will respond.

"Every school has students who stutter, and school-based SLPs are in a unique position to make sure those students are understood as whole communicators," said Jane Fraser, president of the Stuttering Foundation. "As caseloads arrive, listen to the student, learn where communication feels difficult and begin building the support that allows that child to participate with confidence."

To help clinicians begin that work, the Stuttering Foundation provides a comprehensive collection of free videos, therapy materials, classroom strategies, downloadable brochures and evidence-based guidance at StutteringHelp.org.

For students who stutter, the first days of school can bring anxiety about answering attendance, introducing themselves to new teachers, reading aloud, participating in discussions or simply ordering lunch in the cafeteria. School-based SLPs can help uncover that invisible burden by asking about the student's daily communication experiences—not only what happens during therapy.

The Foundation encourages clinicians to begin the year by:

• Listening to how the student describes stuttering, speaking and participation across different settings.
• Identifying situations the student may avoid or approach with anxiety, even when stuttering is not readily observable.
• Collaborating early with teachers and families so adults respond with patience, understanding and attentive listening.
• Setting goals that reflect the student's priorities and support communication, self-advocacy and confidence—not fluency alone.
• 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 affect how willing a student is to raise a hand, ask for help, join a conversation or share an idea for the rest of the year," Fraser said. "Our goal is to make sure school-based SLPs have practical, evidence-based tools available from the moment they open their caseloads."

The Foundation's resources can also help SLPs consult with classroom teachers, communicate with parents and advocate for inclusive practices across the school community. Materials are available at no cost for clinicians, educators, families and students.

School-based SLPs can explore the complete collection of videos, brochures, therapy resources and classroom guidance at https://www.StutteringHelp.org.

About the Stuttering Foundation

Malcolm Fraser, a successful businessman who struggled with stuttering, established the nonprofit 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.

FOR IMMEDIATE RELEASE
Contact: Greg Wilson
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SOURCE The Stuttering Foundation