Purpose
The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences.
Method
This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes.
Results
Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation.
Conclusions
As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.
On Track or Derailed? Race, Advanced Math, and the Transition to High School
