What to Say (and What Not to Say) When a Pupil Stammers: Scripts for School Staff
A pupil in your class stammers. You want to help. What you’re mostly worried about is saying the wrong thing, so you’ve settled on saying nothing and waiting, which feels safe and sometimes isn’t.
Most school staff have never been given a single concrete sentence to use in these moments. This article gives you the sentences. It’s written to be shared with everyone who talks to pupils during the school day, including teaching assistants, office staff, lunchtime supervisors and coaches.
The four principles behind every script
If you remember nothing else, remember these.
- Wait. Let the pupil finish their own sentence. Avoid finishing it for them, even when you know what they are trying to say. Give them time to communicate in their own way.
- Respond to the message, not the delivery. Reply to what they said, as you would with anyone else.
- Keep your face and body relaxed. Pupils may notice adult reactions closely. Looking away, tensing up or over-nodding can unintentionally communicate discomfort. Stay natural and attentive.
- Slow yourself down, not them. Reducing your own speech rate and taking a beat before you reply can lower the pace of the exchange. Telling a pupil to slow down does not help and may make speaking feel more pressured.
Registration and roll call
Saying your own name is one of the hardest things for many people who stammer, because the word is fixed and can’t be swapped.
Ask the pupil privately: “Some people find answering the register tricky. Would you rather say ‘here’, put your hand up, or have me just look over and check you in? We can change it whenever you like.”
Then do exactly what they chose without comment, and check in again the following term.
If you use a random order for the register, tell them in advance that you’re doing so. Unpredictability raises tension for some pupils and lowers it for others, so ask rather than assume.
Reading aloud
Reading aloud is not automatically difficult for pupils who stammer, and for some it’s easier than spontaneous speech. Never assume, and never quietly skip them, which pupils may notice immediately.
Ask: “We’re doing some reading aloud this term. I want to check what works for you. Would you rather read a set section you’ve seen in advance, read at the same time as a partner, or give it a miss this week?”
Choral reading, where the whole class or a pair reads together, can be a useful option. It can also be a natural part of a lesson rather than a visible accommodation. The key is to offer choices without making the pupil feel singled out.
Questions in class
Asking a pupil who stammers to answer a question in front of thirty people is not automatically unkind, and excluding them from answering can also feel excluding. What helps is reducing time pressure and surprise, while taking account of what the pupil says works for them.
- Give advance notice: “Ravi, I’m going to come to you after the next one.”
- Use partner talk first, so the answer has already been said once quietly before it’s said publicly.
- Leave the pause. When a block happens, the room may go quiet. Keep your expression relaxed, remain attentive and wait. A pause can feel long at the front of a class, but the pupil needs the time to finish.
- If another pupil answers over them, step in: “Hang on, Sam. I asked Ravi and I want to hear what he thinks.”
Ask the pupil privately what they prefer. Some may appreciate advance warning; others may prefer not to know when they will be asked. Do not assume one approach will suit everyone.
When peers react
This is where staff most often freeze, and it’s where a clear sentence matters most. According to The Stuttering Foundation Pupils who stammer can experience teasing or bullying because of their speech, so it is important that adults respond promptly and consistently.
If a pupil imitates or laughs, deal with it as you would any other unkindness, immediately and without making the pupil who stammers the subject of a discussion in front of the class.
You could say: “That’s not how we speak to people here. Come and see me at the end.”
Then follow up privately with the pupil who mocked or laughed. A class-wide talk about stammering, with the pupil who stammers sitting there, may make them feel more exposed, so avoid putting them on the spot.
In the private conversation, be clear about what happened and why it matters. For example:
“I want to talk about what happened when [pupil’s name] was speaking. You copied the way they were talking / laughed while they were trying to answer. That can make someone feel embarrassed or singled out, and it’s not acceptable to make fun of the way another person communicates. People speak in different ways, and everyone deserves time to say what they want to say. What could you do differently if that happens again?”
Give the pupil a chance to respond and make sure they understand the expectation. The aim is not to label them as a bad person, but to make it clear that the behaviour is unacceptable, help them understand its impact, and set an expectation for how they treat others. Follow your school’s behaviour and anti-bullying policy, particularly if the behaviour is repeated.
If a pupil asks a genuine question, answer it plainly: “Some people’s speech gets stuck sometimes. It’s called stammering. It’s one way people talk, and the best thing you can do is wait and listen.”
Keep the answer matter-of-fact. You do not need to give the class a full lesson about stammering unless it is appropriate and the pupil who stammers is comfortable with that approach.
Talking to the pupil about it
Many schools avoid ever naming stammering with the pupil, which can leave them feeling that it’s something they cannot talk about. Naming it calmly can make it easier for them to share what would help.
Try: “I’ve noticed that sometimes your words get stuck when you’re speaking. I’m happy to listen and give you time. Is there anything that would make things easier in my lessons?”
Then ask again occasionally, because what helps can change over time and between pupils. If the pupil does not want to talk about it, respect that while making it clear they can come back to you.
Follow their lead on language. Some pupils say stammer, some say stutter, and some prefer not to name it at all. In the UK, stammering is the standard term used by many professionals and by STAMMA, the national charity.
What to avoid saying
- “Slow down.” “Take a deep breath.” “Think about what you want to say first.” These are usually well meant, but can put the responsibility on the pupil to change how they speak.
- Finishing their word or sentence. Give them the opportunity to finish for themselves.
- “Don’t worry, take your time” said mid-block. Even reassuring comments can draw attention to the stammer. Wait until they’ve finished, then simply respond to what they said.
- “My uncle had a stammer and he grew out of it.” Some children stop stammering, while others continue to stammer. Avoid predicting what will happen for an individual pupil.
- Anything that treats fluent speech as the goal. The aim is for a pupil to communicate, participate and feel listened to, whether or not they continue to stammer.
None of these scripts are complicated, and they are the kinds of practical approaches we use and teach in our partner schools. The difference comes from every adult in the building using them, not just the class teacher. This is why we deliver staff training on supporting pupils who stammer, rather than relying on a handout alone.
When to involve a Speech and Language Therapist
Consider a referral when a stammer is new or has changed noticeably, when the pupil is showing tension, frustration or avoidance, when they’re starting to opt out of speaking situations, or when they or their family ask for support. Support can be helpful at different ages, and a specialist therapist can help identify the right approach for the individual pupil.
Families can contact their local NHS speech and language therapy service, with routes varying by area, or choose to be seen privately. Stammering is a specialist area, so it’s worth asking whether the therapist has specific dysfluency training.
London Speech Therapy runs a specialist stammering service for children and adults, with therapists who have completed advanced dysfluency training. We also deliver staff training on supporting pupils who stammer in schools across London, Kent and Essex. Email enquiries@londonspeechtherapy.co.uk or call 020 3475 2189.
