'Stuttering and Stammering': Helpful & Unhelpful Strategies, Thoughts, Feelings, Behaviours Resource Collection
This resource collection has been created to support children who have a stutter/stammer.
The resources encourage children and young people to share how stuttering/stammering makes them feel, strategies they find helpful, worries they might have and what it looks like for them personally.
Stuttering, also known as stammering, is a speech disorder characterised by interruptions in the normal flow of speech. These interruptions, known as disfluencies, can take the form of:
- Repetitions: Repeating sounds, syllables, words, or phrases (e.g., “I-I-I want to go”).
- Prolongations: Stretching out a sound or syllable (e.g., “Wwwhere are we going?”).
- Blocks: Pauses where no sound comes out despite the person trying to speak.
Stuttering can also be accompanied by physical signs, such as facial tension, blinking, or other involuntary movements, as the person struggles to get words out.
Please note: these resources are not a replacement for professional support.
Relevant Curriculum Links
England PSHE Statutory Curriculum Strands:
- KS1: H17 – about things that help people feel good (e.g. playing outside, doing things they enjoy, spending time with family, getting enough sleep).
- KS1: R23. to recognise the ways in which they are the same and different to others.
- KS2: H15 – that mental health, just like physical health, is part of daily life; the importance of taking care of mental health.
- KS2: H16 – about strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing.
- KS2: R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships.
- KS2: R32. about respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background.
Scottish Health and Wellbeing Curriculum Outcome(s):
- Mental and Emotional Wellbeing: I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available. HWB 0-06a / HWB 1-06a / HWB 2-06a / HWB 3-06a / HWB 4-06a.
- Relationships: I recognise that we have similarities and differences but are all unique. HWB 0-47a / HWB 1-47a.
Share the Love:
Request a Resource:
Want to request or suggest a resource? Pop us a message below and we will see what we can do. We are not able to respond directly to all requests but be rest assured, we are reading them and constantly updating the resource bank accordingly to all your fabulous ideas!
