Pupils who stammer have the same range of abilities and personalities as those who do not and they are just as likely to be gifted and/or talented.
Education staff should know how to identify stammering and we know that most people do recognise stammering when they hear it. However, some pupils, especially as they get older, may try to hide their stammer so staff may need further information from the BSA training resources www.stammeringineducation.net
Pupils must receive support during their school years if a stammer is a barrier to their learning and development. Parents should be consulted and a referral made to a speech and language therapist who specialises in stammering. The therapist’s advice for staff on support strategies for the pupil in school can be supplemented by the BSA training resources for teachers, as they provide detailed information for managing key situations for pupils who stammer, such as classroom tasks of reading aloud and oral tests such as those for GCSE subjects.
Stammering need not hold back a pupil’s achievement provided that support to manage the stammer is provided by a partnership between the therapist, the school and the parents working with the pupil to maintain self esteem and confidence. The BSA has many examples of adults who stammer who have achieved in all walks of life and the foundations for this successful outcome are laid in school.